Addison (5) & Brady (2) Before we begin…



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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:
  • 1
  • Introduction and Literature Review
  • Expanding Expression Tool and General Descriptions
  • Other Writing Prompts and the Curriculum
  • Summary, Q&A, and Group Dance
  • 2
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  • At a glance

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

  • 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

  • What we’ve learned about 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.

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

  • “necessary for educational institutions to provide well-organized learning experiences and simultaneously for the learners to implement a variety of cognitive strategies.” (p. 8)
  • Robles, Teresita del Rosario Caballero & Uglem, Craig Thomas Chase. 2003. Multisensory Instruction in Foreign Language Education.
  • ‘covers the greatest number
  • of individual preferences’

According to Robles et al.,

  • 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

  • ‘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.
  • Concept
  • Concept
  • Concept
  • Lecture
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  • Teaching Styles and LTM

Literature Review: The BRAIN

  • comes in as
  • electrical impulses
  • Information enters the
  • brain via the senses
  • Adapted from David Sousa’s Information Processing Model (see bibliography attached)
  • Central
  • Control
  • Audio-Visual
  • Sketchpad
  • Phonological Loop
  • Info enters via the senses
  • Sensory Filter
  • Immediate Memory
  • Working Memory
  • Long Term Memory
  • stimulus starts the process
  • 1
  • processing of stimulus
  • 2
  • memory potential arises
  • 3
  • Literature Review: Defining
  • What we’ve learned about 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.

Common type of definition:

  • Common type of definition:
    • Aristotelian style
  • 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.
  • superordinate
  • category term
  • 1 or more
  • characteristics
  • X is a Y that Z
  • word defined

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:

  • Multisensory learning experiences are important for reaching all of our students.
  • Teaching strategies makes learning highly transferable.
  • Aristotelian style for defining entities is preferred.

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