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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

before we begin
Before we begin…

Define/describe the following:

an apple

spring

slide4

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.

slide9
“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.

slide10
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.

slide12

Lecture

Concept

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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

slide14

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

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processing of stimulus

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memory potential arises

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slide16

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.

slide18
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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print master1
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  • Your Text here
  • Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tincidunt ut laoreet dolore magna aliquam erat volutpat. Ut wisi enim ad minim veniam, quis nostrud exerci tation ullamcorper suscipit lobortis nisl ut aliquip ex ea commodo consequat.
  • Duis autem vel eum iriure dolor in hendrerit in vulputate velit esse molestie consequat, vel illum dolore eu feugiat nulla facilisis at vero eros et accumsan et iusto odio dignissim qui blandit praesent luptatum zzril delenit augue duis dolore te feugait nulla facilisi.
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