The Power of Multimodal Representations

Autor/inn/en	Taylor, Jonte'; Villanueva, Mary Grace
Titel	The Power of Multimodal Representations
Quelle	In: Science and Children, 51 (2014) 5, S.60-65 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8148
Schlagwörter	Science Instruction; At Risk Students; Learning Disabilities; Behavior Disorders; Emotional Disturbances; Learning Modalities; Visual Stimuli; Teaching Methods; Visual Aids; Pictorial Stimuli; Charts; Graphs; Maps; Elementary School Teachers; Elementary School Science; Printed Materials; Worksheets; Assignments; Evaluation Methods; Grade 3 + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Learning handicap; Lernbehinderung; Gefühlsstörung; Lernumgebung; Teaching method; Lehrmethode; Unterrichtsmethode; Anschauungsmaterial; Fantasieanregung; Diagram; Diagrams; Diagramm; Tabellarische Überischt; Tabelle; Grafische Darstellung; Map; Karte; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Assignment; Auftrag; Zuweisung; School year 03; 3. Schuljahr; Schuljahr 03
Abstract	Ensuring science for all in the classroom requires that all students are afforded ways to grasp key science and engineering practices; however, we know that the practice of "obtaining, evaluating, and communicating information" can be a challenging task for children with high incidence disabilities (NGSS Lead States 2013, p. 15). Children in general, but particularly those with learning disabilities (LD) or emotional and/or behavior disorders (EBD), may need additional supports to develop their scientific understanding, language, and skills. Several studies of science learning for students with LD and EBD suggest that the use of certain types of visual supports are effective not only for teaching science-related skills (Therrien et al. 2011; Therrien et al.2013; Villanueva et al. 2012), but also in assisting all students in two areas in which they have most difficulty: organizing and remembering information during lessons or classroom discussions. Using the ideas from research, along with the knowledge and experience they have gained from working with teachers and their students with special needs, the authors focus on sharing various modes and formats of visual supports. Modes of visual supports include the use of supplemental methods of representation including (but not limited to) graphic organizers, pictures, charts, graphs, diagrams, and maps; while formats of visual supports, such as templates or writing scaffolds, are textual representations that can help students use the information from their modes to assist with written tasks or exercises. In this article, the authors follow third-grade teacher Mrs. Sanchez to show how she and other science teachers have made various mode and format modifications to handouts, worksheets, and assignments for their science lessons. (ERIC).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10