Nonlinguistic+Representation

=**Read and Reflect**=

How do you currently apply this strategy without the use of technology?

//I frequently use graphic organizers to reinforce the information students read in my Science class. Often the "meat" of the information is so imbedded in paragraphs, they lose sight of what they are reading, and become confused. Graphic organizers tend to clarify the information so it is easily seen and understood. Color coding also helps. Maps are also great when studying weather or plate tectonics, too.

I also use many videos which are often spectacularly visual that explain or reinforce concepts or events from volcanic eruptions, hurricanes, and tornadoes to atomic structure of elements, cell stucture and division, for example. Students always seem to grasp concepts more easily because it shows them exactly what they have been reading about.//

What new insight did you gain from the reading?

//I have never considered using physical movement in Science, but I imagine it could be done when showing the structure of atoms and even cells, for example. I think it could also lend itself to other Scientific topics, but I will need more time exploring those possibilities.//

//Simulations are another avenue I'd like to explore as a possible teaching tool to use.//

=Apply and reflect=

Provide evidence of the tool you learned.

Destructive Tornadoes  

How might you use this tool in your classroom?

//I think this would be a useful tool for my students to use for presentations. I can see it being used for a culminating activity that could be used in a cooperative grouping. I think the added music is a great touch--one that kids would really get into. I think the music makes the presentation more professional and the photos more fluid.

Although I struggled in some areas, such as finding pictures that would fit, I think the final product is one that I am most impressed with.//