Nonlinguistic and Visual Strategies Memory, Recall, the ...

Dr. Robert K. Greenleaf

www.greenleaflearning.com

[email protected]

Memory, Recall, the Brain &

Learning: Dual Coding Theory and Bi-Modal

Memory Packet Formation

SGIS 2016© 2015

Brain & Learning Applications Institutes[Frankfurt, Lausanne, Vancouver, Ontario, Beirut, Cary,

Nashville, W. Hartford, Madrid, Portugal, Prague…]

This presentation is

based on this book. See

the book table for review.

Nonlinguistic and Visual Strategies

http://www.greenleaflearning.com/




[email protected]

“Visual” Locations in the Brain

Occipital

Lobe

~Ferret research


Visual Imagerya la Stephen Kosslyn,

Department of Psychology, Harvard

Assoc. Psychologist in Neurology, MGH

“Mental images have the same effect

on the mind and body as the actual

activity/situation.”

Let’s explore this statement…



[email protected]


Visual Imagerya la Stephen Kosslyn, Department of Psychology, Harvard

Assoc. Psychologist in Neurology, MGH

Image Rotation

“Rotate the Letter “N” below, 90 degrees

counter-clockwise…. What do you get?”

NDr. Robert K. Greenleaf


[email protected]


Visual Foundation for Learning

When a learner comes to make

conscious use of fundamental visual

aspects of processing ~ they access a

powerful means of making, strengthening,

integrating and retrieving memory.



[email protected]


Visual Imagery

Paired Words ExerciseA la Steven Koslyn, 2006

Quasi-experiment: Form two groups

(This is an individual-based, silent activity)

I will speak a list of “paired” words, like:

Squirrel Doughnut

As you hear the pair of words:

Group #1 repeats words over and over

(silently to themselves)

Group #2 creates visual links between

the two words/items



[email protected]


Dual Coding Theory

• Bi-modal memory “packets:” The formation of long-term memory & recall

When both VERBAL and VISUAL elements

are EXPLICITLY and SIMULTANEOUSLY

represented & actively processed … the

formation of memory is more powerful and

sustained.



[email protected]: Memory, Recall, the Brain & Learning,”

www.GreenleafLearning.com


9 Most Effective Strategies for Achievement

a la Marzano et. al. 2001

PERCENTILE NUMBER

CATEGORY GAIN Of STUDIES

Identifying Similarities and Differences 45% 31

Summarizing and Note Taking 34% 21

Reinforcing Effort and Providing Recognition 29% 21

Homework and Practice 28% 134

Nonlinguistic Representation 27% 246

Cooperative Learning 27% 122

Setting Objectives and Providing Feedback 23% 63

Generating and Testing Hypotheses 23% 63

Questions, Cues, and Advance Organizers 22% 1,251



[email protected]

"CLASSROOM INSTRUCTION THAT WORKS"


Dual Coding Theory

Bi-modal Comparison Representation



[email protected]

Verbal Visual

Context Availability


Control “Read very carefully

to remember as best

you can.”

Same assessment

(recall and

comprehension)

Dual-Coding“Cover the text after

each section and

make a quick picture

in your head.”

Dual-Coding

group

outperforms

DESIGN: Matched Subject Groups

Same Reading Task

Dual Coding Research

Mental Imagery Training & ComprehensionGambrell & Bales, 1986

• 4th & 5th grade poor readers

• Short training session encouraging students to make pictures in their

head while reading

• Control group was told to do whatever they could to understand and

remember while reading

• The reading passages included both explicit and

implicit inconsistencies in the text• Students were instructed to determine if there was anything not clear

or easy to understand.

Results: The imagery group identified both types of

inconsistencies more than TWICE as well as the

control group.Dr. Robert K. Greenleaf


[email protected]


Dual Coding ResearchDegree of Importance, Emotional Response & Degree of Spontaneous

Imagery and Recall ~ Sadoski, Goetz & Kangiser (1988)

• Students read literary short stories and articles from

magazines.

• Students rated each paragraph (5 point scale) for:

1. The degree of imagery experienced

2. The degree of emotional response evoked

3. The level of importance of the information.

• Results: 16 days later, the recall on highly rated imagery and

emotion paragraphs was high, but recall on paragraphs rated

high on importance was not.



[email protected]


Please write something down.

With someone nearby, discuss an idea

about dual-coding that could help a

student that you work with.



[email protected]

Intermittent Pause


Conservation of ConstancyThe “languages” of Numeracy



[email protected]

.05 12.5%

¾p


Conservation of ConstancyAn Example: Pairs Carousel: Move from station to station, entering

a different problem/form using the same three numbers.



[email protected]

3

3 + 4 = 7

45 minutes

4 7

4 + 3 = 7 7 = 3 + 44

+3

7


Nonlinguistic Representations



[email protected]

“While most books are lavishly illustrated,

these representations are rarely helpful

because they are too abstract, needlessly

complicated, or inadequately explained.”Wiggins & McTighe, UbD, ASCD 2005

OR… non-central to the concepts and essential big

ideas, thus primarily a distraction.Greenleaf, 2008


MAPS:

* Teacher Generated

* Student Generated

* Class Generated



[email protected]

Source: Memory, Recall,

the Brain & Learning,”



Maps and Visual Images for Context



[email protected]

Broad based--general





[email protected]

Distance, direction,

Relative location, time…


http://images.google.com/imgres?imgurl=http://www.admissions.caltech.edu/uploads/Image/maps/map-freeways.jpg&imgrefurl=http://www.admissions.caltech.edu/visiting/maps&h=431&w=500&sz=36&hl=en&start=7&usg=__ewnjMbYymJSPqP-no7uLnn7BhCY=&tbnid=sug2zjagYS_SqM:&tbnh=112&tbnw=130&prev=/images%3Fq%3Dmap%2Bimages%26gbv%3D2%26hl%3Den%26sa%3DG

http://images.google.com/imgres?imgurl=http://www.admissions.caltech.edu/uploads/Image/maps/map-freeways.jpg&imgrefurl=http://www.admissions.caltech.edu/visiting/maps&h=431&w=500&sz=36&hl=en&start=7&usg=__ewnjMbYymJSPqP-no7uLnn7BhCY=&tbnid=sug2zjagYS_SqM:&tbnh=112&tbnw=130&prev=/images%3Fq%3Dmap%2Bimages%26gbv%3D2%26hl%3Den%26sa%3DG

http://www.lonelyplanet.com/destinationRedirector?openMap=true&ethylCobjId=39258

http://www.lonelyplanet.com/destinationRedirector?openMap=true&ethylCobjId=39258

http://www.bing.com/images/search?q=new+york+state+map&id=ED6EADE3808AD9A88B3F81278A43764C4AC59292&FORM=IQFRBA






More specific

Hogwarts

Ground

Floor

Map

Harry Potter



[email protected]





[email protected]

Spatial Orientation: Proximity


http://images.google.com/imgres?imgurl=http://www.fairplay-property.co.uk/images/3d_floor_plans.jpg&imgrefurl=http://www.fairplay-property.co.uk/marketing.html&h=390&w=375&sz=39&hl=en&start=17&usg=__e5-kYqJaPfMhQMqcXIuN5oIRYTE=&tbnid=f8EEaNAO34V1IM:&tbnh=123&tbnw=118&prev=/images%3Fq%3Dfloor%2Bplans%26gbv%3D2%26hl%3Den%26sa%3DG

http://images.google.com/imgres?imgurl=http://www.fairplay-property.co.uk/images/3d_floor_plans.jpg&imgrefurl=http://www.fairplay-property.co.uk/marketing.html&h=390&w=375&sz=39&hl=en&start=17&usg=__e5-kYqJaPfMhQMqcXIuN5oIRYTE=&tbnid=f8EEaNAO34V1IM:&tbnh=123&tbnw=118&prev=/images%3Fq%3Dfloor%2Bplans%26gbv%3D2%26hl%3Den%26sa%3DG

http://images.google.com/imgres?imgurl=http://www.gite-les-roches.com/Images/Floor-Plans/Gold-GIFs/Ground-Floor-Plan.jpg&imgrefurl=http://www.gite-les-roches.com/en/About-the-Gite/Floor-Plans.htm&h=544&w=613&sz=26&hl=en&start=12&usg=__e3Wh0CNhCpApC2nUNy-WZFWJpUY=&tbnid=lu3ElETyJh0xlM:&tbnh=121&tbnw=136&prev=/images%3Fq%3Dfloor%2Bplans%26gbv%3D2%26hl%3Den%26sa%3DG

http://images.google.com/imgres?imgurl=http://www.gite-les-roches.com/Images/Floor-Plans/Gold-GIFs/Ground-Floor-Plan.jpg&imgrefurl=http://www.gite-les-roches.com/en/About-the-Gite/Floor-Plans.htm&h=544&w=613&sz=26&hl=en&start=12&usg=__e3Wh0CNhCpApC2nUNy-WZFWJpUY=&tbnid=lu3ElETyJh0xlM:&tbnh=121&tbnw=136&prev=/images%3Fq%3Dfloor%2Bplans%26gbv%3D2%26hl%3Den%26sa%3DG

Reflective Question on Visual-Spatial

What are the implications of students being unaware of

location, distance, direction and perspective? How do

these affect the way students gather, process and

express information?

Dr. Betty Garner, “Getting to Got It,”

ASCD, 2007

Class Generated Maps and Visual Images for ContextLaura Ingalls Wilder



[email protected]

Television

Website


Tracking Maps



[email protected]

Source: Memory, Recall,

the Brain & Learning,”


The class creates a

map of the journey as

they interact with the

curriculum.

Locating “points” can

serve some learners to

better comprehend info

due to context.


http://images.google.com/imgres?imgurl=http://www.elkhornslough.org/newsletter/news0409pix/kayakMapBIG.gif&imgrefurl=http://www.elkhornslough.org/map.htm&h=1061&w=800&sz=64&hl=en&start=121&usg=__x62S1tVftexOOd5FB3E5vlz9P5k=&tbnid=_HFEQepGakM5NM:&tbnh=150&tbnw=113&prev=/images%3Fq%3Dmap%2Bimages%26start%3D120%26gbv%3D2%26ndsp%3D20%26hl%3Den%26sa%3DN

http://images.google.com/imgres?imgurl=http://www.elkhornslough.org/newsletter/news0409pix/kayakMapBIG.gif&imgrefurl=http://www.elkhornslough.org/map.htm&h=1061&w=800&sz=64&hl=en&start=121&usg=__x62S1tVftexOOd5FB3E5vlz9P5k=&tbnid=_HFEQepGakM5NM:&tbnh=150&tbnw=113&prev=/images%3Fq%3Dmap%2Bimages%26start%3D120%26gbv%3D2%26ndsp%3D20%26hl%3Den%26sa%3DN

Without speaking, raise your hand if you

recall the name of the equation below.

Y = m x + b

4 letters !

Upstate NY experience



[email protected]


What is each of these “unknowns”

trying to represent?

Y = m x + b



[email protected]


Graphic Organizers

~ provide visual cues regarding the

relationship of information and ideas.

External structures, like graphic organizers, can

serve to guide internal processing, thus

assisting in the formation of memory networks

for improved organization & recall.



[email protected]: Memory, Recall, the

Brain & Learning,”



Basic

Graphic

Organizers



[email protected]

Source: Memory, Recall, the

Brain & Learning,”


1. __________

2. __________

3. __________

4. __________

1. __________

2. __________

3. __________

4. __________

5. __________

1. __________

2. __________

3. __________


Photographs “drain” ideas/feelings/meaning

& can be used to generate text

Characterizations:

Learners draw lines/write words/descriptions around

figure ~ making visual/verbal links in memory

Maria Montessori



[email protected]


Characterizations: Learners draw lines/write words/descriptions around figure ~ making

visual/verbal links in memory

COMPARE ~ CONTRAST



[email protected]


In depth examination ~ followed by interpretation

It is 1944. The Germans have just left Paris and the collaborators are being….

Learners

weather

Tropical

winter

seasons

storms

sunClouds

snow

burn

summer

desert

rain

change

wind

Plants

grow

hurricanes

Leaves

fall

jungles

thunder

Beginning a Unit of Study


NLR#36: Imagery Reading & Rating Scales

Passage #1: ______________________

Comparative Level of Emotional Activity Caused:None Low Average More than A lot

Typical Usual1 2 3 4 5

Comparative Level of Imagery Created:None Low Average More than A lot

Typical Usual1 2 3 4 5



[email protected]




[email protected]

Please feel free to call or email if you have questions…

or would like a workshop at your school!

This presentation was based on this book (left)

-- available at the book sales table today.


Nonlinguistic and Visual Strategies Memory, Recall, the ...

Documents

Transcript of Nonlinguistic and Visual Strategies Memory, Recall, the ...