Cues and Nonlinguistic Representations (Module 3)

A teachers tool belt needs to be expansive and equipped to deal with a variety of learners and instructional methods. Teachers are always working to increase students understanding and memory of things. According Classroom Instruction That Works, by cueing and questioning students there is a substantial effect number in comparison to the control group. In order to cue and question effectively, it is important that the teacher focuses on what is important, uses explicit cues, asks inferential questions, and asks analytical questions (Dean). By cuing and questioning this prompts students to draw connections between what is being learned and what is already known, and also analyze information more deeply and critically.

If students are struggling to organize information, Dean suggests that teachers utilize Nonlinguistic representations. When reading this chapter, I felt comfortable with this because of my content area. Nonlinguistic representation is one of my biggest assets when explaining new art content. As an art teacher, I felt like I used the creating pictures and illustrations model the most. I would like to branch out more and work on creating graphic organizers more for my students. “Graphic organizers combine linguistic and Nonlinguistic forms of information. In other words, as students create or complete graphic organizers they use booth words and symbols to represent and organize knowledge” (Dean). I originally had a difficult time imagining what a graphic organizer would look like for students, so I looked online. Below is a link to a list of organizers that can be used to help students think critically about others art pieces. I really want my classes to be able to analyze each other’s work and also learn about deeper things than just the picture.

Graphic Organizers for Art Classrooms

I really liked the idea of having a cube and then asking students to look at a piece of art and explain the side that pops up. Days like this would be excellent options for shortened class period days.

Dean, C. B., Hubbell, E. R., Pitler, H., & Stone, B. (2012). Classroom instruction that works research-based strategies for increasing student achievement (2nd ed.). Alexandria, Va.: ASCD.


Leave a Reply

Fill in your details below or click an icon to log in: Logo

You are commenting using your account. Log Out /  Change )

Google+ photo

You are commenting using your Google+ account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )


Connecting to %s