{"content":{"sharePage":{"page":0,"digests":[{"id":"25400179","dateCreated":"1277464285","smartDate":"Jun 25, 2010","userCreated":{"username":"JenKro","url":"https:\/\/www.wikispaces.com\/user\/view\/JenKro","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/psucitw2010.wikispaces.com\/share\/view\/25400179"},"dateDigested":1532390745,"startDate":null,"sharedType":"discussion","title":"Graphic Organizers","description":"After the discussion and chapter on nonlinguistic representations, I see the importance of incorporating such ideas into my classroom. It is such a simple way to tap into students learning, even students who are functioning way below grade level. I think next year I will use drawing much more, instead of just with writing. I see that I can use it to deepen understanding of our vocabulary words and also when we do discussions of stories using beginning, middle, and end frameworks.","replyPages":[{"page":0,"digests":[{"id":"25400241","body":"I forgot to add that when we do beginning, middle, and end in our lessons, nonlinguistic representations are already included by prompting the students to remember that a circle means the beginning of the story, a triangle means the middle, and a square means the end. I can also apply these representations when we go back to draw pictures or write about our story. I can use the shapes to represent what part of the story I want them to tell me about.","dateCreated":"1277464700","smartDate":"Jun 25, 2010","userCreated":{"username":"JenKro","url":"https:\/\/www.wikispaces.com\/user\/view\/JenKro","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"25393849","dateCreated":"1277427256","smartDate":"Jun 24, 2010","userCreated":{"username":"cld181","url":"https:\/\/www.wikispaces.com\/user\/view\/cld181","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/psucitw2010.wikispaces.com\/share\/view\/25393849"},"dateDigested":1532390745,"startDate":null,"sharedType":"discussion","title":"Nonlinguistic Representations","description":"I see that these graphic organizers do not have limits in terms of ages of learners who benefit.  I have typically thought of graphic organizers as primarily for students, but information represented pictorially or organized in these ways help anyone sort out the most important facts and information from the 'fluff' so to speak.  Just think how helpful those pie and linear graphs are to businesses as well and give additional layers of information through the way they are organized!!!  This method is particularly useful to those visual learners!!!  I can't remember- does anyone know what is the breakdown of types of learners in our culture?  Does it shift with the age of the learner?  Once a visual learner, always a visual learner?","replyPages":[{"page":0,"digests":[{"id":"25394939","body":"I think learning is one of those things that you get better at with practice. The more I engage in study, whether it's a class like this, or researching a strategy or technique to use with students, I find myself asking deeper questions and applying things on different levels. Does that make sense? I would hope that we can be flexible in our thinking as well as our learning strategies and help our students discover what works best for them early on.","dateCreated":"1277431064","smartDate":"Jun 24, 2010","userCreated":{"username":"cxw200","url":"https:\/\/www.wikispaces.com\/user\/view\/cxw200","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}}],"more":0}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}