Classroom Practices that Works-Nonlinguistic Representations

If we adhere to many psychologists’ postulation of the “dual-coding theory” of learning, we must take note of Robert Marzano’s fifth strategy, nonlinguistic representations, when teaching students.

The dual-coding theory of information storage suggests that humans store knowledge in two forms: linguistically and through imagery. This imagery, unlike the actual statements that would constitute a linguistic representation, may take the form of mental pictures, physical sensations, kinesthetic association or sound (Richardson, 1983).

Studies have shown that the more a learner uses both modes of coding, the better the ability to think about the information and recall it for use later. However, studies have also shown that the primary way teachers present new knowledge to students in the classroom is through linguistic means. Teachers often talk to students about the new content, or have them read about it in a textbook. This means that students are on their own in creating this vital connection between the linguistic and nonlinguistic representations.

There are a variety of activities that teachers can use in the development of nonlinguistic representations in students, ranging from creating graphic representations and drawing pictures to generating mental pictures and engaging in kinesthetic activity. Additionally, when using any of the activities that generate nonlinguistic representations, teachers should always elaborate on the knowledge, creating the likelihood that the student will not only understand the concept more in-depth, but will also be able to recall the information more easily.

How can technology play a role in the development of this strategy? The technology application that presents itself to teachers most frequently is the use of the graphic organizer. Whether utilizing Inspiration, Kidspiration, Gliffy or Microsoft drawing tools, this will allow students to create a variety of graphic organizers whether using standard models or a free creation strategy.
Although graphic organizers stand out in this area as a great technology connection to this strategy, we cannot overlook the other powerful applications that lead students into creating nonlinguistic representations.

Students can utilize graphic design software ranging from KidPix, ImageBlender, Gimp or Adobe Photoshop Elements to create great drawings and mental pictures. MovieMaker, iMovie, Adobe Premiere and Photo Story also aid students in creating video representing important concepts through nonlinguistic means.

Another great technology application is the use of online simulations. By engaging students in a simulated model making activity with the linguistic discussion that accompanies such interactions, cementing the linguistic with the mental created images.

Although technology cannot replace the large impact that the senses have on nonlinguistic representation, utilizing technology to apply this much underused strategy can help students understand and recall difficult concepts in a way which is second nature to them; leading toward greater student achievement, and success in the classroom.