Expanding expression
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Expanding Expression. A multisensory tool for improved oral expression and writing. Addison (5) & Brady (2). Before we begin…. Define/describe the following:. a n apple. spring. At a glance. 1. Introduction and Literature Review.

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Expanding expression

Expanding Expression

A multisensory tool for improved

oral expression and writing


Addison 5 brady 2

Addison (5) & Brady (2)


Before we begin

Before we begin…

Define/describe the following:

an apple

spring


Expanding expression

At a glance

1

Introduction and Literature Review

Expanding Expression Tool and General Descriptions

2

3

Other Writing Prompts and the Curriculum

Summary, Q&A, and Group Dance

4


Objective

Objective…

  • To be introduced to and trained on a program that facilitates improvement in your students’ oral and written expression

  • This program…

    • is multisensory

    • targets the way students organize language elements

    • helps students give more detailed descriptions and definitions of items


Outcome of today s presentation

Outcome of Today’s Presentation

  • Learn about a tool that will let you target multiple language areas all at once with your students .

  • Leave knowing how this program can be used for general descriptions, writing from prior knowledge, and biographies.

  • Learn how to introduce the program in your therapy sessions, in whole class language lessons, and in your school/district.


Literature review learning

Literature Review: Learning

What we’ve learned about learning…


Multi sensory learning

Multi-Sensory Learning

  • Three basic styles: auditory, visual, and kinesthetic

  • Taking learning styles into account = multisensory learning experiences to reach more students effectively

Robles, Teresita del Rosario Caballero & Uglem, Craig Thomas Chase. 2003. Multisensory Instruction in Foreign Language Education.


Expanding expression

“necessary for educational institutions to provide well-organized learning experiences and simultaneously for the learners to implement a variety of cognitive strategies.” (p. 8)

MultisensoryLearning Experiences

‘covers the greatest number

of individual preferences’

Robles, Teresita del Rosario Caballero & Uglem, Craig Thomas Chase. 2003. Multisensory Instruction in Foreign Language Education.


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  • According to Robles et al.,

    • Teacher talks, student listens = get to only 20% of students (auditive)

    • 80% of students learn under a visual or kinesthetic style (Tileston, op.cit).

    • ‘For effective learning, we must arouse as many sensations as possible. This not only stimulates the brain, but also assures retrieval of information’.


Strategies and learning

Strategies and Learning

  • ‘Most students DON’T use strategies that could help them achieve meaningful learning’ (Muria, 1994).

  • “Perhaps more important than any other curriculum content is that which teaches learning strategies.” (Robles & Uglem, 2003)

    WHY?

Robles, Teresita del Rosario Caballero & Uglem, Craig Thomas Chase. 2003. Multisensory Instruction in Foreign Language Education.


Expanding expression

Lecture

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Teaching Styles and LTM


Literature review the brain

Literature Review: The BRAIN

Information enters the

brain via the senses

comes in as

electrical impulses

The thalamus decides whether

the information is important

based on past experiences


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Adapted from David Sousa’s Information Processing Model(see bibliography attached)

Central

Control

Phonological Loop

Audio-Visual

Sketchpad

Info enters via the senses

Sensory Filter

Immediate Memory

Working Memory

Long Term Memory


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stimulus starts the process

1

processing of stimulus

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memory potential arises

3


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Literature Review: Defining

What we’ve learned about defining words…


Defining words

Defining Words

  • The ability to define words is important for “effective spoken and written communication in literate contexts…[such as] technical reports, informative articles, and persuasive essays. Skill in word definition is important also because it is closely associated with measures of academic achievement, verbal ability and intellectual performance in school age children and adolescents” (pp. )

  • Exposure to word definitions: discussions with teachers, reading textbooks, consulting dictionaries, etc.

Nippold, Mariyn A; Hegel, Susan L. Sohlberg, McKay Moore Schwarz, Lisa E. (1999). Defining abstract entities: Development in pre-adolescents, adolescents, and young adults. Journal of Speech, Language, & Hearing Research, V42n2, 473-481.


Expanding expression

  • Common type of definition:

    • Aristotelian style

X is a Y that Z

1 or more

characteristics

word defined

superordinate

category term

Nippold, Mariyn A; Hegel, Susan L. Sohlberg, McKay Moore Schwarz, Lisa E. (1999). Defining abstract entities: Development in pre-adolescents, adolescents, and young adults. Journal of Speech, Language, & Hearing Research, V42n2, 473-481.


Our assessments vs our studies

Our Assessments vs. Our Studies

  • Adapted from:

    Nippold, M (1995). School-Age Children and Adolescents: Norms for Word Definition, Language, Speech, and Hearing Services in Schools, 26, 320-325.

    Both show improvement with increasing age

    Differences in types of words

    Differences in scoring procedures


Main considerations from the literature

Main considerations from the literature:

  • Multisensory learning experiences are important for reaching all of our students.

  • Teaching strategies makes learning highly transferable.

  • Aristotelian style for defining entities is preferred.


Print master

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