home

Students acquire and store knowledge in two ways: through linguistics and through non-linguistic representations such as visual imagery, webs, graphic organizers, pictographs, and kinesthetic activities. Non-linguistic representation is one of the 22 areas in which Marzano has done research and has created instructional strategies based on the results of this research. One question meta-analysis sought to answer is the following: “What effect does the utilization of instructional strategies have on students’ achievement regarding the subject matter content taught by their teachers.” Appendix B: Independent studies indicate that 44 of the 62 classroom teachers reported positive gain on the post test following instruction using the [|strategy of non-linguistic representation]. []
 * Non-Linguistic Representation

Finding patterns, doing hands on activities, and working in a cooperative learning group helps students recall and elaborate on their knowledge. In their book, __Classroom Instruction That Works__ Marzano, Pickering, and Pollock list five effective ways to implement non-linguistic representations to help students elaborate on knowledge. 1.Create graphs, maps, webs, Venn diagrams 2. Make physical models 3.Generate mental pictures 4.Engage in kinesthetic activities 5.Draw pictures and pictographs [] 

Below is a five day lesson on ABABAB patterns for a kindergarten class. Day 1. Six students come to front of class. Arrange boy, girl. Discuss arrangement with class. (Do this several times.) Whole group tap head, tap knee, tap head ,tap knee. (Use other different physical movements.) In self directed center, students make an AB pattern with links. Day 2. A student calls six children to front of class. Student arrange them in ABAB order. Allow others to have a turn as teacher, and AB pattern person. In self directed center, have students make an ABAB necklace of colored beads. Day 3. Create AB pattern in front of class based on shorts/long pants; or shoes/sneakers; or solid shirt/stripes. Students look for pattern. Use several examples. At teacher directed center, students use stamps of attribute blocks on a strip of paper for the AB pattern. Select two colors and color the AB pattern. Day 4. Whole group. Students look in class and walk around school to find AB patterns. Student draws picture of AB representations from their observations. Share with class. Day 5. Students take turns leading an AB physical activity, or arranging other students in AB formation. In teacher led center, students use interlocking cubes for AB pattern.