Creating Visual Representations
Overview
Creating visual representations such as drawings, diagrams, graphs, and concept maps, whether student or teacher-generated, can help students process abstract concepts, enhancing understanding and retention of information. Both student-generated and teacher-generated visual representations enhance student learning, especially for students with Auditory Processing difficulties, language-based learning disabilities (like dyslexia), and language and cultural differences, who may benefit from multimodal representation of information. When students create their own visual representations they are actively engaged with content in a creative way, using cognitive processes like Critical Thinking, to help make sense of abstract ideas, make connections, solve problems, and communicate their knowledge in a more concrete way. Visual representations allow learners to exhibit what they know and can do in alternative ways that can support Working Memory during problem solving and retention of information in Long-term Memory.
Example: Use This Strategy in the Classroom
Watch a middle school teacher use the Frayer model graphic organizer to help her students learn new Science vocabulary.
Design It into Your Product
Additional Resources
Additional examples, research, and professional development. These resources are possible representations of this strategy, not endorsements.
Factors Supported by this Strategy
More Multisensory Supports Strategies
Communication boards are displays of graphics (e.g., pictures, symbols, illustrations) and/or words where learners can gesture or point to the displays to extend their expressive language potential.
Using motions to explain new concepts or ideas supports the ability to process new information and to convey thinking and conceptual understanding.
Music and dance supports learners in a myriad of ways, including supporting their engagement and motivation, connecting with cultural background, and offering structure during play.
