Effective Classroom Instruction Using Tech: Non-linguistic Representation

24 Apr

graphicorgPhoto Credit: modellearning via Compfight cc

Eight years ago, the authors Pitler, Kuhn and Malenoski took the eleven essential instructional strategies that were identified originally by Marzano, Pickering and Pollock. These essential instructional strategies allow teachers to then use them purposefully to steadily improve student learning. In this digital age of learning and in considerations of this research, I have included not only an outline of how technology could be used to complement and enhance these teaching strategies but also specific technology tools/resources.

This is the fifth of a series of 11 posts on this topic.

Essential Instructional Strategy #5

In non-linguistic representation teachers focus on the use of visual, kinesthetic and whole-body systems to allow students to gain, store, reflect and recall knowledge. Technology allows an effective way to gather and represent student learning.

Within the learning environment, various resources may be used. Below is a complementary list of actions and ideas, but by no means is it an exhaustive list. Please add your ideas in the comments section if you like.

  • The use of graphic organizers to represent knowledge.
  • Having students create physical models of the knowledge and then take pictures to incorporate into a showcase blog or within Google Drive.
  • Having students generate mental pictures of the knowledge they are learning. Use Read&Write Gold/Google to have think about the pictures but also find them online. and LearnAlberta have curricular-specific images while Google Image Search > Search tools > Usage rights (change) will allow you to find copyright-free ones.
  • The use of pictures, infographs or pictographs to represent knowledge.
  • Having students engage in kinesthetic activities representing the knowledge such as using the Wii, Makerspaces and LegoRobotics.
  • Use charts and graphs with Excel and GoogleSheets.


1 – Pitler, H., R., E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction That Works. Alexandria: ASCD.

2 – Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD. Also look at Dean, C.B., Hubbell, E.R., Pitler, H. & Stone, B.J. (2012). Classroom instruction that works: Research-based strategies for increasing student achievement, 2nd Edition. Alexandria, VA: ASCD.


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