Frequent Use Strategy
The Non-Verbal Representation strategy leverages visuals and concrete examples to convey meaning and build conceptual understanding and academic vocabulary.
When using Non-Verbal Representation, the teacher intentionally and purposefully illustrates abstract concepts building conceptual understanding and vocabulary, while connecting to background and prior knowledge. The teacher pairs visual and verbal learning opportunities for students. Students use symbols, models, graphs, manipulatives, diagrams, and pictures to describe their thinking and represent their understanding. They create their own visual models, representations, and schematics to model and reflect on their own understanding of complex learning.
Non-Verbal Representation is not simply using graphic organizers or charts to organize information. It is most effective when used to introduce abstract concepts building conceptual understanding and academic vocabulary, while connecting to students’ background and prior knowledge.
- 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, & concrete examples to introduce learning.
- illustrate abstract concepts building conceptual understanding & vocabulary, while connecting to background & prior knowledge.
- pair visual & verbal learning opportunities for students.
The Students will…
- use symbols, models, graphs, manipulatives, diagrams, & pictures to describe thinking & represent understanding.
- create their own visual models & representations.
- engage in paired visual & verbal learning.
- create & use schematics or diagrams to reflect on their own understanding of complex.
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.
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