Response to Discussion 3

Susanna

The topic I chose for this activity was photosynthesis. When I think of photosynthesis I think of green leaves, trees, plants, grass, seaweed, phytoplankton, algae, and air. I think of the chemical process that is occurring each time I draw in a breath. I think of the many diagrams I have memorized showing how the sun shines on the plants and combines with water and carbon dioxide to create glucose and oxygen which get used by consumers and produces heat and carbon dioxide. I also think of the chlorophyll pigment and thylakoid structures within the cell that absorb light energy. These are usually represented in a circle diagram showing that they revolve around each other and make each one continuous. I also think of the chemical reaction of photosynthesis that shows the molecules and how they change within the chemical reaction. Photosynthesis makes me think of salads and healthy foods like fruits and veggies too. 

The next topic I chose was very hard to come up with. I ended up choosing hydroponics which is a method of growing plants with water. The images that came to my head were large fish tanks with plants growing on the top of the container, systems of PCV pipes connected together with plants growing out of them, small fish bowls with a plant container attached to the top and the plant. I think of the roots that are visible through the clear containers. I also think of the roots filtering the water and the water drying up. 

This activity was difficult for me only in that I had to chose which topics to think of. In reflection, it was much easier to think of photosynthesis images and how photosynthesis works than how hydroponics works, even though I have seen many pictures of it. I know from my personal experience that non-linguistic representation has helped me grasp many biological concepts that can really only be understood by seeing it in action or seeing the structure of something. 

Jatvalyn

While completing this discussion, I often think of how well do I generate information to my students. Most times, I am normally the 'talker' never the 'shower.'  Students must have some form of visual aids other than the books that actually lead them to what they need to know. Often when I am presenting information orally, I forget that I am in front of 6th graders. I would continue on and on and on, but I would never actually point to the strategies they will need to use to finding an answer. My biggest habit is reading and actually telling students what they need in order to master the lesson rather then While I am administering lessons, I do not utilize the 'model' section to the best of my ability. Instead this will be more of a 'guided' practice, where I allow them to work with me. Students have been mastering the section where they understand with me, but not by themselves. Non-linguistic representations are visual aids that are used to make lessons, standards, or any form of presentation stick. Without these, students will become confused and unengaged in any lesson. Students will soon begin to feel like they are defeated by the information as a whole. This is where the many questions are raised. Every student learn differently and I mostly have a hard time trying to incorporate that in my lessons. Accustoming the children to many different visual will challenge their thinking more than just allowing them to 'speak' about what they know. Most times, kids can tell what they have learned but they can not show it. This all falls under the different visual aids, concept maps, and multiple displays of media. Often, I suffer from not doing what I think that will make the kids perform at the needed rate. 

Shari

Topics that I understand very well and can generate images related to the topic in my head are topics like math, art, reading, fashion, seasons of the year, and many others. I can imagine, draw, use anchor charts, and use fashion tips to help me to have a visual concept of what I am trying to do with one of these topics. Nonlinguistic representations can come in many forms but those we picture in our heads can be broad or limited, depending on the amount of knowledge we have on that particular topic.

Topics that I am not really knowledgeable about, but familiar with, like the solar system, certain aspects of U.S History, some calculus and algebra topics, and topics on cars and sports may be somewhat limited to my nonlinguistic representation. These topics are among the things that I have limited images that I can generate in my head because I am not as knowledgeable about these topics or as interested in as the other ones. I love to read up on history and watch some sports, but the images would not be plentiful for me.

This can be an example of how our students feel when they are not as familiar or interested in a topic or instruction being carried out in the classroom. Students seem to lose focus really quickly. This will also cause them to forget or not even noticed what has been taught on the subject or topic. Representations such as anchor charts, pictures in books, images through technology, and many other nonlinguistic representations are very important for this purpose. If it is difficult for us as educators or adults to generate mages in our heads from a topic we do not understand, it can be just as difficult for our students.