REPRESENTING KNOWLEDGE NONLINGUISTICALLY

 By: Dr. Armãndo R. Tolliver | EDUCATOR | March 14, 2017

           Nonlinguistic representation is based on the Dual Coding Theory of information storage. This theory suggests that knowledge is stored in two forms: linguistic form that focuses on storing words and phrases and nonlinguistic form that focuses on storing information using mental images and physical sensations (Paivio, 1990; Haystead & Marzano, 2009). The more individuals use both types of representation, the better they are able to think about and recall knowledge. Recently, use of nonlinguistic representation has proven to not only stimulate but also increase brain activity (Varlas, 2002). Marzano, Pickering, and Pollock (2006) highlighted that teachers primarily use linguistic methods to convey knowledge to students that is, either talking to students about new content or having them to read about new content. However, as teachers, we must understand that students need an equal balance of linguistic and nonlinguistic methods in their everyday learning experiences. The ultimate goal for using these strategies is to help students construct meaning of content and skills being learned by producing nonlinguistic representations in their minds so they are better able to process, organize, and recall it again later (Varlas, 2002; Marzano et al., 2006). There are a variety of ways to represent information nonliguistically. These include graphic organizers, sketches, pictographs (stick figures and symbols), concept maps, dramatizations, flowcharts, and computerized simulations, to name a few.  Despite the method used, nonlinguistic representations should elaborate on knowledge, adding to their knowledge of the basic concepts being taught (Marzano et al., 2006; Haystead, 2009).

            For me, graphic organizers are the most common way I have used to help students generate nonlinguistic representations, as these combine the linguistic mode in that they use words and phrases, and the nonlinguistic mode in that they use symbols and arrows to represent relationships. The process of generating graphic organizers engages students in elaborative thinking, and asking students to explain and justify their elaborations can enhance this process. I discuss graphic organizers again in the article Advance Organizers for Learning.

Other activities I have had students use to produce nonlinguistic representations include: creating a bookmark or graphic representation for a topic, graphing data to represent trends in quantitative information, making a physical model or diagram to represent a given topic, generating a mental picture, drawing an illustration or pictograph to represent or explain an assigned concept, demonstrating a concept in a real-life situation, creating a cartoon/animation with a slogan or phrase that captures the essence of a concept, and engaging in kinesthetic activities, which have helped students to represent phenomena that they were unable to observe or organize information into a conceptual framework. Check out a few nonlinguistic representation assignments from my students below. These were created by students for students, as they prepared for their midterm exams.

Dalton, A., Carulli, E., Ey, B., Chen, A. (2016). Photosynthesis: Biology Project [Video]. Retrieved from https://www.youtube.com/watch?v=UeX5TLXPADU&feature=youtu.be.

• Description: This video describes the process of photosynthesis. It includes explanations of the light independent and dependent reactions that are used to make both oxygen and glucose. This is an important concept, given that humans are heterotrophs and consume autotrophs, plants, for their energy needs.  

Hartzog, R., Grugan, J., Larabi, L. (2016). Cell City: Biology Project [Video]. Retrieved from https://drive.google.com/open?id=0B30Gr7mY767WV1VNNVZjZEIzckE.

• Description: This video describes the cell organelles and their functions inside the cell, while making a series of fun and creative analogies. There are three parts of the video that combine to form one short film about the cell. 

Liller, A., Moore, K., Mangus, S., Lu, A. (2016). Characteristics of Life: Biology Project [Video]. Retrieved from https://drive.google.com/open?id=0B30Gr7mY767WeTVwdldKRk9sNTQ.

• Description: This video describes the characteristics all living things have in common. Characteristics are traits or qualities. Those characteristics are cellular organization, reproduction, metabolism, homeostasis, heredity, response to stimuli, growth and development, and adaptation through evolution. 

Mathew, M., Mathew, A., Korobko, M. (2016). Properties of Carbon and Water: Biology Project [Video]. Retrieved from https://drive.google.com/open?id=0B30Gr7mY767Wa0szOHZodmtZbFE.

• Description: This video describes the properties of carbon and water. It includes information on how carbon is used in daily life processes including an explanation of all 5 water properties. The properties of water discussed include: adhesion, high-specific heat, high heat of evaporation, low density of ice, and high polarity.

Lin, S., Huynh, A., Zhang, A., Li, S (2016). Photosynthesis: Biology Project [Video]. Retrieved from https://drive.google.com/open?id=0B30Gr7mY767WU0JPU3VLWXItNU0.

• Description: This video describes the process of photosynthesis, which is used by plants to produce food in the form of glucose. Photosynthesis is broken down into two steps, the Light-Dependent Reaction and the Light-Independent Reaction, also known the Calvin Cycle. It absorbs light energy and water to produce oxygen and sugar as the final products. Every organisms need food in order to survive so photosynthesis plays a vital role in our lives.

Now that you are done checking out the animations and videos, take some time to try these free online technology resources for your science classes. They have helped me in finding other ways to provide nonlinguistic representation to students.

•                Explore Learning: Gizmos –online simulations that power inquiry and understanding. These work especially great when students are absent and need to make up a lab. Alternatively, if supplies are limited or students become over anxious when conducting labs in the classroom, these work great.

•                ZipTrips –free, fun, fact-filled science virtual field trips. These work great, especially when you are working with a limited budget.

•                ck-12 –this is a library of free and fully customizable K-12 open educational resources such as: online textbooks, videos, exercises, flashcards, and real world applications, which are aligned to state curriculum standards and tailored to meet student and teacher needs. I call it the one stop quick shop.

HELP WANTED!!! Do you know of other resources that might be of interest? Leave them in the comments.

Suggested Citation

Tolliver, A. R. (2017). Representing Knowledge Nonlinguistically. [Education Project Online]. Retrieved online at http://www.educationprojectonline.com/2017/03/representing-knowledge-nonlinguistically.html.

References

Haystead, M. W., & Marzano, R. J. (2009). Meta-analytic synthesis of studies conducted at Marzano Research Laboratory on instructional strategies. Englewood, CO: Marzano Research Laboratory.

Marzano, R. J., Pickering. D. J, & Pollock, J. E. (2006). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria,

VA: ASCD.

Paivio, A. (1990). Mental representations: A dual coding approach. New York: Oxford University Press.

Varlas, L. (2002). Getting acquainted with the essential nine. Alexandria, VA: ASCD Curriculum Update.