Nonlinguistic Representations

Jennifer Partrick
May 31, 2010

We often speak about having students represent what they know nonlinguistically, but what does that actually mean? Marzano (2010) describe nonlinguistic representation as including graphic organizers, sketches, pictographs (stick figures and symbols) concept maps, dramatizations, flowcharts, and computerized simulations to name a few (p. 84). He continues by saying there are five things for teachers to consider when thinking about using nonlinguistic representation with students.

First, nonlinguistic representation comes in different forms as stated in the first paragraph. The type of representation selected should match the type of content being addressed.

Next, nonlinguistic representation must identify the most critical information from the content being addressed. It should not simply be a cute illustration. The nonlinguistic representation should represent the crux or the vital information being studied. For example, if students are studying plot structure, having students illustrate the characters or the setting does not represent knowledge of plot structure. Rather you would expect illustrations that represent events from the story including the climax. We must not forget the purpose of the nonlinguistic representation: to illustrate the key understanding of content being learned.

Third is the need for students to explain their non-linguistic representation. Having students explain their representation will help deepen their understanding of the content being learned in addition to giving the other students a different way of looking at the information. This supports understanding across the classroom.

Fourth is the amount of time that creating nonlinguistic representations takes. As teachers plan lessons and assessments, they should plan for extra time when giving students the opportunity to use nonlinguistic representation to show understanding of content being studied. Creating nonlinguistic representation takes time so additional time must be allotted for the activity.

Lastly, students need to have the opportunity to revise their representations. Nonlinguistic representations are another form of note taking, and represent students' understanding of specific content at a specific time. However, as more information is learned, students should be allowed to update their representation. Representation should also be revised by correcting errors and adding and/or deleting information.

Nonlinguistic representations are a powerful tool students use to illustrate and deepen their understanding of content being learned. It can have positive effects on achievement when correctly implemented.

Reference:
Marzano, R. (2010) "Representing knowledge nonlinguistically." Educational Leadership, (67)8, 84-86.