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Reflection
Finally, after teaching the lesson, you will post a reflection answering
the following questions:

How did this lesson enhance your students’ understanding of that content?

When students elaborate on knowledge, they not only understand it in
greater depth, but they can recall it much more easily. Did nonlinguistic representations
help your students to elaborate on their knowledge?

Would you use nonlinguistic representation activities to teach other lessons?
Your reflection should be at least 100 words in length.

Lesson Plan Details
What grade level is your lesson designed for?

What content are you addressing in this lesson?

Which nonlinguistic representation activity did you choose to teach?

To post your lesson plan, click on the discussion tab at the top of the page. Please respond to ALL discussion parts listed to fully describe your lesson plan and student activity chosen to allow students to elaborate on the content being taught using nonlinguistic representations.

(activity #1 from the article), the thinking maps attached below may be helpful for use
with primary students.
{Nonlinguistic Representations Thinking Maps.pdf}

This three hour course is designed to enhance the understanding of content for students through the use of Nonlinguistic Representations of knowledge. Teachers will be required to read the article “Nonlinguistic Representations,” Chapter 6 from the book Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement by Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock. This chapter can be found under the “Reading Materials” link.
to use
nonlinguistic nonlinguistic representations to a reflection
on on the experience.

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This three hour Materials” link.
Teachers will then plan and teach a lesson requiring students to use
nonlinguistic representations to elaborate on knowledge and will post a reflection

content for
students students through the will be
required required to read the article “Nonlinguistic Representations,” Chapter 6 that Works:
Research-based Research-Based Strategies for J. Marzano,
Debra Debra J. Pickering, under the
Reading Materials “Reading Materials” link.
Teachers will then plan and teach a lesson requiring students to use
nonlinguistic representations to elaborate on knowledge and will post a reflection

content for students
through
students through the use
required to read Chapter 6 from the book Classroom Instruction that Works:
Research-based Strategies for Increasing Student Achievement by Robert J. Marzano,

This three hour course is designed to enhance the understanding of content for students
of Nonlinguistic RepresentationRepresentations of knowledge. will be required
to
required to read Chapter that Works: Research-based
Strategies
Research-based Strategies for Increasing J. Marzano, Debra
Debra J. Pickering,
and and Jane E. under the Reading
Reading Materials link.
Teachers will then plan and teach a lesson requiring students to use
nonlinguistic representations to elaborate on knowledge and will post a reflection