• Non-Verbal Representation

    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.

Look Fors

  • 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.

Model Lessons

  •  Photosynthesis and Cellular Respiration

    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.

    Comments (-1)
  •  Physical and Chemical Changes

    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.

    Comments (-1)


  •  Math ES 1196-3

    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.

    Comments (-1)
  •  Math MS 1207-3

    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.

    Comments (-1)
  • 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.

    Comments (-1)
  • For any questions with this guide or its content, please call Instructional Support at (678) 301-6804.