SEL Competencies: Self-Awareness, Self- Management, Responsible Decision Making
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.
Teacher Behaviors for Promoting SEL Competencies
- Help students understand how nonverbal cues can be interpreted or misinterpreted.
- Teach and model appropriate nonverbal cues for students. Do not assume students know appropriate and inappropriate nonverbal cues.
Student Behaviors for Developing SEL Competencies
- Use nonverbal strategies to make decisions (re-evaluate, stop-and-think, try again, make a choice, etc.)
- Use appropriate social cues when communicating nonverbally (nod head for understanding, eye contact, thumbs up, etc.).
- Demonstrate respect for boundaries.
- 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
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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