Expanding Expression
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<strong>Expanding</strong> <strong>Expression</strong><br />
A multisensory tool for improved<br />
oral expression and writing
Addison (5) & Brady (2)
Before we begin…<br />
Define/describe the following:
At a glance<br />
1 Introduction and Literature Review<br />
2<br />
<strong>Expanding</strong> <strong>Expression</strong> Tool and General Descriptions<br />
3<br />
Other Writing Prompts and the Curriculum<br />
4<br />
Summary, Q&A, and Group Dance
Objective…<br />
• To be introduced to and trained on a<br />
program that facilitates improvement in<br />
your students’ oral and written expression<br />
• This program…<br />
– is multisensory<br />
– targets the way students organize<br />
language elements<br />
– helps students give more detailed<br />
descriptions and definitions of items
Outcome of Today’s Presentation<br />
• Learn about a tool that will let you target<br />
multiple language areas all at once with<br />
your students .<br />
• Leave knowing how this program can be<br />
used for general descriptions, writing from<br />
prior knowledge, and biographies.<br />
• Learn how to introduce the program in<br />
your therapy sessions, in whole class<br />
language lessons, and in your<br />
school/district.
Literature Review: Learning<br />
What we’ve learned about learning…
Multi-Sensory Learning<br />
• Three basic styles: auditory, visual,<br />
and kinesthetic<br />
• Taking learning styles into account =<br />
multisensory learning experiences to<br />
reach more students effectively<br />
Robles, Teresita del Rosario Caballero & Uglem, Craig Thomas Chase. 2003.<br />
Multisensory Instruction in Foreign Language Education.
“necessary for educational institutions to provide wellorganized<br />
learning experiences and simultaneously for<br />
the learners to implement a variety of cognitive<br />
strategies.” (p. 8)<br />
‘covers the greatest number<br />
of individual preferences’<br />
Robles, Teresita del Rosario Caballero & Uglem, Craig Thomas Chase. 2003.<br />
Multisensory Instruction in Foreign Language Education.
• According to Robles et al.,<br />
– Teacher talks, student listens = get to<br />
only 20% of students (auditive)<br />
– 80% of students learn under a visual or<br />
kinesthetic style (Tileston, op.cit).<br />
– ‘For effective learning, we must arouse<br />
as many sensations as possible. This<br />
not only stimulates the brain, but also<br />
assures retrieval of information’.
Strategies and Learning<br />
• ‘Most students DON’T use strategies that<br />
could help them achieve meaningful<br />
learning’ (Muria, 1994).<br />
• “Perhaps more important than any other<br />
curriculum content is that which teaches<br />
learning strategies.” (Robles & Uglem,<br />
2003)<br />
WHY?<br />
Robles, Teresita del Rosario Caballero & Uglem, Craig Thomas Chase. 2003.<br />
Multisensory Instruction in Foreign Language Education.
Teaching Styles and LTM<br />
Add text title<br />
Lecture<br />
Concept<br />
Add text title<br />
Add text title<br />
Add text title<br />
Concept<br />
Concept
Literature Review: The BRAIN<br />
Information enters the<br />
brain via the senses<br />
comes in as<br />
electrical impulses<br />
The thalamus decides whether<br />
the information is important<br />
based on past experiences
Adapted from David Sousa’s Information Processing Model<br />
(see bibliography attached)<br />
Central<br />
Control<br />
Phonological<br />
Loop<br />
Audio-Visual<br />
Sketchpad<br />
Info<br />
enters via<br />
the<br />
senses<br />
Sensory<br />
Filter<br />
Immediate<br />
Memory<br />
Working<br />
Memory<br />
Long<br />
Term<br />
Memory
stimulus starts the process<br />
processing of stimulus<br />
memory potential arises
Literature Review: Defining<br />
What we’ve learned about defining words…
Defining Words<br />
• The ability to define words is important for “effective<br />
spoken and written communication in literate<br />
contexts…[such as] technical reports, informative<br />
articles, and persuasive essays. Skill in word definition<br />
is important also because it is closely associated with<br />
measures of academic achievement, verbal ability and<br />
intellectual performance in school age children and<br />
adolescents” (pp. )<br />
• Exposure to word definitions: discussions with teachers,<br />
reading textbooks, consulting dictionaries, etc.<br />
Nippold, Mariyn A; Hegel, Susan L. Sohlberg, McKay Moore Schwarz, Lisa E. (1999).<br />
Defining abstract entities: Development in pre-adolescents, adolescents, and young<br />
adults. Journal of Speech, Language, & Hearing Research, V42n2, 473-481.
• Common type of definition:<br />
– Aristotelian style<br />
X is a Y that Z<br />
word defined<br />
superordinate<br />
category term<br />
1 or more<br />
characteristics<br />
Nippold, Mariyn A; Hegel, Susan L. Sohlberg, McKay Moore Schwarz, Lisa E. (1999).<br />
Defining abstract entities: Development in pre-adolescents, adolescents, and young<br />
adults. Journal of Speech, Language, & Hearing Research, V42n2, 473-481.
Our Assessments vs. Our Studies<br />
• Adapted from:<br />
Nippold, M (1995). School-Age Children and Adolescents: Norms for<br />
Word Definition, Language, Speech, and Hearing Services in Schools, 26,<br />
320-325.<br />
Both show improvement with increasing age<br />
Differences in types of words<br />
Differences in scoring procedures
Main considerations from the literature:<br />
• Multisensory learning experiences<br />
are important for reaching all of our<br />
students.<br />
• Teaching strategies makes learning<br />
highly transferable.<br />
• Aristotelian style for defining entities<br />
is preferred.
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• Lorem ipsum dolor sit amet, consectetuer<br />
adipiscing elit, sed diam nonummy nibh euismod<br />
tincidunt ut laoreet dolore magna aliquam erat<br />
volutpat. Ut wisi enim ad minim veniam, quis<br />
nostrud exerci tation ullamcorper suscipit lobortis<br />
nisl ut aliquip ex ea commodo consequat.<br />
• Duis autem vel eum iriure dolor in hendrerit in<br />
vulputate velit esse molestie consequat, vel illum<br />
dolore eu feugiat nulla facilisis at vero eros et<br />
accumsan et iusto odio dignissim qui blandit<br />
praesent luptatum zzril delenit augue duis dolore<br />
te feugait nulla facilisi.