Frequent Use Strategy
The Non-verbal Representation strategy uses visual and auditory input other than written and spoken words, to convey meaning and build conceptual understanding and vocabulary.
When using Non-verbal Representation, the teacher will intentionally and purposefully use pictures, videos, cartoons, pictographs, diagrams, maps, manipulatives, models, and illustrations to make content comprehensible and to help students learn new concepts and information.
Students will both learn and represent their learning in nonverbal ways, such as by creating an artistic product, representing understanding through manipulatives, and/or creating a graphic.
Non-verbal Representation is not simply using graphic organizers or charts to organize information. This strategy is imperative for making content comprehensible and for building students’ background knowledge and language so that students are able to develop clear understanding of abstract concepts.
- Serravallo, J. (2015). The reading strategies book: Your everything guide to developing skilled readers. Portsmouth, NH: Heinemann. p. 229 (Sketch in Chunks), p. 27 (Pictures as Stepping Stones)
- Antonetti, J.V. & Garver, J.R. (2015). 17,000 classroom visits can't be wrong: Strategies that engage students, promote active learning, and boost achievement. Alexandria, VA: ASCD. p. 105-107,
- Marzano, R.J. (2017). The new art and science of teaching: More than fifty new instructional strategies for student success. Bloomington, IN: Solution Tree Press. p. 32-34
The Teacher will…
- use visuals, models, manipulatives, and auditory input to introduce learning, building conceptual understanding and vocabulary, while connecting to background and knowledge.
The Students will…
- use symbols, models, graphs, manipulatives, diagrams, and pictures to describe thinking and represent understanding.
Photosynthesis and Cellular Respiration
Students will use the See-Think-Wonder protocol to gather evidence and reasoning from visuals in order to respond in writing to a prompt scenario.
Physical and Chemical Changes
Students will annotate an article, identifying what they think are chemical and physical changes; collaboratively discuss visuals related to chemical and physical changes to determine which does not belong and why then transfer their clarified thinking to a written response.
Math ES 1196-3
In this video, the teacher leads a differentiated small group through building an understanding of the AKS through manipulatives and purposeful questioning.
Math MS 1207-3
In this video, the teacher uses images for students to develop noticing and wonderings, which are related to the math concept.
Math MS 1219-10
In this video, the students use visual models to build a conceptual understanding while working with their peers to accomplish the task. The video illustrates students providing input and feedback on the work.
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