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Gwinnett County Public Schools

Non-Verbal Representation

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.

References

Look Fors

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.

 

Model Lessons

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.

Videos

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.

All QPTS Tools

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