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“Many psychologists adhere to what has been called the "dual-coding"
theory of information storage (see Paivio, 1969, 1971, 1990). This theory
postulates that knowledge is stored in two forms—a linguistic form and an
imagery form . . . . The more we use both systems of representation—linguistic
and nonlinguistic—the better we are able to think about and recall knowledge.
This is particularly relevant to the classroom, because studies have consistently
shown that the primary way we present new knowledge to students is linguistic.
" (Marzano, Pickering and Pollock, 2001).
This lesson "Creating an Invention" makes extensive use of students creating
nonlinguistic representations to assist students in learning geometric
terminology while integrating science, mathematics, science, and language arts concepts and
skills. A block of 2 1/2 hours is allotted for this lesson, which is part of a unit on
"Ideas and Inventions." In small groups, students design a Rube Goldberg style invention
to automate a classroom activity.
The lesson begins with direct instruction to provide an overview of
the assignment, review prior content, and provide specific instruction
on software. Students then move into small collaborative groups to
develop their models. Using an Inspiration® template and the program's
graphics, students document the steps their invention must go through
in order to complete the task. Inspiration® is a software program that allows the user to create graphic organizational charts This process allows students to consider
geometric concepts in both graphical and linguistic representations. The
students eventually will have to explain and justify the inventions
within their group, and later to the entire class.
Using HyperStudio®, students create a multimedia presentation and
animated simulation of their invention. In a final step students use geometric
vocabulary terms to describe what is taking place in each step of their
invention. Students are making the connection between what is
graphically depicted on their cards and the words which describe the
activity. The process of bringing geometric terms to life in both
linguistic and graphical formats provide students with a deeper
understanding of the content.
Sources:
Clark, J.M., & Paivio, A. (1991). Dual coding theory
and education.Educational Psychology Review, 3, 149-210.
Marzano, R.J., Pollock, J.E. and Pickering, D.J. (2001).
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