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Ideas & Strategies - Nonlinguistic Representations

Narrative Input Chart: a strategy from Project GLAD that utilizes a narrative story format to teach high
level content vocabulary and concepts

Pictorial Input Chart: a strategy from Project GLAD that assists students in the formation of mental
pictures by hanging content concepts and vocabulary onto a visual representation that is revealed by
the teacher in front of the students

Comparative Input Chart: similar to the Pictorial Input Chart, this strategy provides a visual aid for
teaching students to compare and contrast attributes of the topic of study
 Sentence Patterning Chart: a strategy from Project GLAD that provides a concrete structure for
creating high level, complex English sentences while also providing students with multiple opportunities
for repetition and practice

ELD Games; a compilation of 20+ games to deepen vocabulary comprehension and practice language
structures

Implementation

Helping students understand and represent knowledge nonlinguistically is the most under-used
instructional strategy (Marzano et al., 2001). Taking advantage of this teaching tool requires focusing on
current classroom practice and looking for opportunities to engage students in multiple modes.
Research suggests best practices for instruction:

Model use of new tools. Activities that involve nonlinguistic representation may be new to students
who are accustomed to learning through lectures and readings. Scaffold student learning as you
introduce activities such as concept maps, idea webs, and computer simulations by modeling how to use
tools that help them represent their thinking nonverbally. Gradually remove the scaffolds so students
eventually work independently with the new tool or technology.

Use nonlinguistic modes in the content areas. Math and science classrooms offer ideal settings for
incorporating nonlinguistic learning experiences. Language arts classrooms provide natural connections
from classifying words to modeling plotlines. Models, graphs, imagery, and other tools enable students
to engage in actively constructing representations of their understanding. Click here to see an example
video (from the Project Connect website) illustrating various types of "Comprehensible Input" in
practice.

Foster cooperative learning. Encourage students to work in small teams when they are constructing
nonlinguistic representations. Students' questions and discussions will help them communicate and
refine their thinking.

Teach interpretation of nonlinguistic forms also. Finding patterns helps students organize their ideas
so that they can later recall and apply what they have learned. Teach students to represent and
interpret information in graphs, charts, maps, and other formats that will help them see patterns and
make connections.

Simulations offer new modes for learning. Use simulation software or online simulations to let
students practice making predictions and testing outcomes. Combine nonlinguistic experimentation
with verbal discussion, which prompt students to think through their understanding and raise new
questions. Click here to see an example video (from Project Connect) illustrating "Realia" in practice.

Stimulate body-mind connections. Kinesthetic learning is not just for primary grades. Older students
continue to learn through physical activities. Incorporate dramatizations, dance, music, simulations, and
other active learning experiences. Click here to see an example video (from Project Connect) illustrating
"Total Physical Response" in practice.

Integrate nonlinguistic forms into note-taking. Encourage students to take notes that are meaningful
to them. Model use of sketches, graphs, and symbols.

Chapter 5. Nonlinguistic Representations

Nonlinguistic representations enhance students' ability to use mental images to represent and elaborate
on knowledge. To back up slightly, knowledge is stored in two forms: linguistic form (as language) and
nonlinguistic form (as mental images and physical sensations). The more individuals use both types of
representation, the better they are able to reflect on and recall knowledge. Teachers usually present
new knowledge in linguistic form; that is, they either talk to students about new content or ask them to
read about new content. When teachers branch out to help students use nonlinguistic representations
as well, the effects on achievement are strong because they tap into students' natural tendency for
visual image processing (Medina, 2008), helping them to construct meaning of content and skills being
learned and to recall it better later. For example, diagrams and models are used in mathematics and
science to help represent phenomena that students cannot observe, such as the arrangement of atoms
in a molecule and how that arrangement changes during an interaction. In other subjects, students can
use nonlinguistic representations such as graphic organizers to organize information into a conceptual
framework. The ultimate goal for using these strategies is to "produce nonlinguistic representations in
the minds of students" so they are better able to process, organize, and retrieve information from
memory (Marzano, Pickering, & Pollock, 2001, p. 73).

We have five recommendations for classroom practice using nonlinguistic representations: