Research-Based Strategies for Increasing Students Achievement
By Robert J. Marzano, Debra J. Pickering, and Jane E. Pollack
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| UNDER CONSTRUCTION | ||||||||||||||||||||||||||||||
| ASSIGNMENTS | ||||||||||||||||||||||||||||||
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Special Interests | |||||||||||||||||||||||||||||
| Home | |
Mission Statements | |
Final Project | ||||||||||||||||||||||||||
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| Readings | ||||||||||||||||||||||||||||||
| Classroom Instruction That Works Research-Based Strategies for Increasing Students Achievement By Robert J. Marzano, Debra J. Pickering, and Jane E. Pollack |
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| Chapter 6: Nonlinguistic Representations | ||||||||||||||||||||||||||||||
| The "dual-coding" theory says that knowledge is stored in two forms - a linguistic form and an imagery form. The more we use both systems of representation, the better we will be able to think about it and recall it. The teachers need not only provide those systems to students but ask them to create those representations as it will increase the activity in their brain. Those are creating graphic representations, making physical models, generating mental pictures, drawing pictures and pictographs, engaging in kinesthetic activities. It will also improve students learning if it is asked to them to explain and justify their elaborations. Teachers can provide models of each one of the graphic representations or activities and allow students to create their own according to the necessity. | ||||||||||||||||||||||||||||||