What are Nonlinguistic Representations?

Bill Blynt
May 17, 2010

According to a number of research studies, allowing students to process and store knowledge using imagery will increase their ability to think about, recall and have a deeper understanding of this new information. This imagery mode of representation is referred to as a nonlinguistic representation in Classroom Instruction that Works by Robert Marzano, Debra Pickering and Jane Pollock. After reviewing a number of research studies, they concluded students who consistently process new learning by using some sort of nonlinguistic representation experience a twenty-five percentile increase in achievement. This gain is experienced when students either generate their own device or are assisted by their teachers in creating some kind of imagery to promote a deeper thinking about the new information or make a strong connection to some previously acquired knowledge. So what are non-linguistic representations?

Non-linguistic representations can take many forms. They occur when students are provided the opportunity to use visual imagery, kinesthetic activity, auditory experiences or physical sensations such as smell or taste to form a mental picture or physical connection. Students who generate these connections on their own or are provided opportunities to do so by their classroom teachers experience the academic gains cited in numerous research studies.

In general, according to Marzano and others, there are general clusters of activities that provide students with an opportunity to generate non-linguistic representations.

These clusters are:

Creating Graphic Representations or Organizers

Teachers select an organizer that enhances a students' ability to gather information or think about information according to one of the six common patterns most information is organized. Much information can be found on this topic in Visual Tools for Constructing Knowledge by David Hyerle

Making Physical Models

Have students construct models as they learn such as the DNA ladder representation, musical instruments, three dimensional forms or build prototypes using key concepts.

Drawing Pictures or Pictographs

Students are encouraged to draw some image that reminds them or can be associated with the new learning. It can be a drawing or a combination of pictures, symbols and/or words. Have students draw charts, maps or graphs to see connections.

Drawing Mental Pictures

Teachers encourage students to develop a mental picture of the new knowledge being presented. The students visualize the content as you facilitate the construction of the image by providing examples. Many software programs promote by the development of visuals to represent core concepts.

Engaging in Kinesthetic Activities

Students participate in an activity that involves movement. This movement is associated with the new learning and allows them to develop an image of the knowledge. Examples include dramatizations, dance, music and simulations.

Sources:
Classroom Instruction that Works, Robert Marzano, Debra Pickering, Jane Pollock
Visible Learning, John Hattie
Visual Tools for Constructing Knowledge, David Hyerle