1. Nonlinguistic Representations
Awkward family photo 
Survey of Instructional Strategies
Amanda, Chris , Caitlin
May 6, 2014

2. Learning Targets:
I can explain what nonlinguistic representations are.
I can demonstrate how nonlinguistic representations assist in student learning.
I can design lesson ideas around using nonlinguistic representations with my students.

3. Nonlinguistic Representations
Graphic organizers
Physical models/manipulatives
Mental pictures
Creating pictures, illustrations, pictographs
Engaging in kinesthetic activity
“Nonlinguistic representations provides students with useful tools that merge knowledge presented in the classroom with mechanisms for understanding and remembering that knowledge (Dean, Hubbell, Pitler, Stone, 63).”

4. Strategy 1: Graphic Organizers
Combines linguistic with nonlinguistic information
Descriptive – describe topics and facts
Time sequence- date and descriptions
Process/cause and effect – relationships between what caused the event or situation
Episode – describe the elements of a situation or an event
Generalization/principle- provide examples for an idea/principle
Concept – characteristics for an idea and concept

6. Break Off Activity!
Directions: (3 minutes) INDEPENDENTLY Use your resource packet to complete the concept graphic organizer to brainstorm and develop examples/ applications of each type in your classroom.

7. Strategy 2: Physical models/ manipulatives
Concrete representations of academic content or concepts
Make sure students are both engaged in the activity and their learning
* Caterpillar activity *

8. Strategies 3 & 4: Generate Mental Pictures AND Create pictures, illustrations, and pictographs
“Forming a mental picture is often a good first step to understanding new information (70).”
A nonlinguistic representation is to create a mental picture of that information.
Facilitate construction of mental pictures by providing details enabling sounds, smells, taste, and visual details.
Generating mental images is a great strategy to have students use imagery and visuals to improve their comprehension. A lot of students are unable to describe images and pictures in their minds as they read. Having them stop and sketch allows for students to begin becoming comfortable with this strategy. I often refer to this strategy as “brain TV”. We are watching, listening, tasting, feeling through the tv in our minds. We create character analysis and can picture them acting out what we are reading. For example, for a creative writing unit I would have my students close their eyes and picture what I would be describing – the sounds, the feelings, the sights, the tastes, the facial expressions. I would then have them draw and from there- have them write their own description and story.

9. Examples of Application:
3. Generate Mental Pictures 4. Create pictures, illustrations, & pictographs
Examples of Application:
Freyor Model
Mental picture simulation
Using five senses
Stop and sketch
Pictographs
Symbolic pictures
Adding animation, voice over technology
Simulation – close your eyes – discuss beach and 5 senses

10. Strategy 5: Kinesthetic Activities
“As students engage in physical movement associated with specific knowledge, they generate a mental image of that moment (Dean, Hubbell, Pitler, Stone, 2012).”
Moving around creates more neural networks in the brain and learning remains longer.
Some Examples Include:
role playing
acting out vocabulary words
using body to illustrate concepts
tap out rhythms
hand gestures

11. Your TURN to apply your learning of Kinesthetic Activities:
In your assigned group, create a lesson involving kinesthetic activity that you could use in your classroom tomorrow.
You will have 4 minutes to brainstorm and 1 minute to present.
Learning GROUPS
Subject
Mallory, Keri, Kim
Historical figures
Ashley, Bonnie
Vocabulary
Katie, Kristen
Science experiment

12. Exit Slip & Conclusion – 3, 2, 1
Graphic organizers
Physical models/manipulatives
Mental pictures
Creating pictures, illustrations, pictographs
Engaging in kinesthetic activity
Three things you have learned
Two applications to your classroom
One question

13. Resources
Dean, C, E.R. Hubbell, H Pitler, and B Stone. Classroom Instruction that Works. 2nd Edition. Alexandria, VA: ASCD, Print.
Hattie, John. Visible Learning for Teachers Maximizing Impact on Learning. Routledge: London and New York, Print.
Marzano, R. (). The Art and Science of Teaching / Representing Knowledge Nonlinguistically. The Key to Changing the Teaching Profession, 67,
Medina, J. (2008). Brain Rules – 12 Principles for surviving and thriving at work, home and school. (pp ). Seattle, Washington: Pear Press.