HELPING

STUDENTS
DEVELOP
UNDERSTANDIN
G
The McRELs meta-analysis
study(1998) found the
following as effective
strategies:
1)Cues, questions, and
advance organizers.
2)Non-linguistic
representations.
3)Summarizing and note
taking.
Use of explicit clues
1)Giving a preview of what is
to be learned perhaps with
the use of pictures.
2)By explaining the learning
outcomes of the lesson/unit
3)Providing a list of guide
questions that they should
be able to answer at the end
of the lesson/unit.
Use Analytic
Questions
Use advance organizers
An Expository Advance Organizer
describes in written or verbal form the
new content the students are about to
learn.
A Narrative Advance Organizer
presents lesson in a story form to
make relevant connection to the
lesson.
Skimming is the process of
quickly looking over a
material to get a general
idea of what the material is
about before reading it
fully.

Block, et al (2002)
described skimming as
tilling the text.
Non-linguistic
Representations
- Dwell on imagery form.
- Imagery is expressed as mental
pictures or physical sensations
such as smell, taste, touch,
kinesthetic association and
sound.
Non-linguistic representations
include:

1. Graphic Organizers.
a. Descriptive Graphic
Organizer
- Gathers facts about a topic.
The facts do not necessarily
follow a specific order.
A Time-sequence graphic
organizer organizes
information in a
sequential or
chronological order.
A Process/Cause-effect
graphic organizer organizes
information that leads to an
outcome or show steps to
an end result.
An Episode graphic
organizer combines multiple
ways of organizing
information about a specific
event.
A Generalization graphic
organizer presents the
details and the
generalization arrived at.
A Concept Pattern organizer
organizes information or
declarative knowledge into
patterns to show relationships
and connections of concepts.
2. Physical models or
manipulatives. Manipulatives are
physical tools of teaching that
engage students visually and
physically with objects such as
coins, play money, blocks, puzzles,
popsicle sticks, pebbles, maps,
mock ups and models of the
different body systems.
3. Mental Pictures. Make
students generate mental
pictures or mental images.
4. Create pictures, illustrations and
pictographs. Creating pictures,
illustrations, or pictographs by
hand or on a computer is an
opportunity for personalized
learning.
5. Engage in Kinesthetic Activities.
Jensen (2001) claims that when
students move around as part of
learning activities, they create more
neural networks in their brains and
the learning stays with them longer.