Understand the skill
Nonverbal communication can help listeners follow a message: pointing to a relevant part of a diagram, showing size, or signalling a change of speaker. Its meaning varies by person and context. Eye contact, stillness, or a particular posture should not become compulsory evidence of attention, honesty, or confidence.
More context and nuance
Choose cues that support the task and are comfortable for the speaker. In a video call, consider whether a gesture is visible; with a diagram, avoid covering the detail being explained. Describe important visual information aloud or in accessible text. A listener should not need to interpret an ambiguous gesture to understand an essential instruction.
A method you can use
Identify a cue that could clarify meaning.
Make essential information explicit.
Check visibility, comfort, and access.
Compare two attempts
Attempt A
Put it over there. [A gesture points somewhere outside the listener’s view.]
Attempt B
Place the model on the left side of the table, beside the box. [Point to the named location if helpful.]
Which attempt addresses the lesson’s stated communication goal more clearly?
- Attempt B
- Attempt A
- Both attempts address the stated goal equally well
Show a hint first
Assess whether the message is understandable and the chosen cues help the audience.
Show the worked explanation
Place the model on the left side of the table, beside the box. [Point to the named location if helpful.] The words carry the essential instruction and the gesture reinforces it. Understanding does not depend on seeing or interpreting the cue.
A common difficulty and its repair
Watch for
Scoring confidence by eye contact or a prescribed posture.
Try instead
Assess whether the message is understandable and the chosen cues help the audience.
Practice at your level
Grade bands suggest a starting point. Move between them to suit the learner, task, and support available.
Grades K–2
An example assignment
Describe where three objects belong using names and locations, with optional pointing.
Look for: Words and gestures agree.
Two practice contexts
- Explain where pretend toys belong.
- Show a shape and describe it.
Context 1
Explain where pretend toys belong.
Which next step follows this lesson’s method for the supplied context?
- Identify a cue that could clarify meaning.
- Repeat the known difficulty without changing the approach.
- Replace the message with unrelated details and ignore its purpose.
Show a hint first
Assess whether the message is understandable and the chosen cues help the audience.
Show the worked explanation
Identify a cue that could clarify meaning. Words and gestures agree.
Context 2
Show a shape and describe it.
Which next step follows this lesson’s method for the supplied context?
- Repeat the known difficulty without changing the approach.
- Replace the message with unrelated details and ignore its purpose.
- Make essential information explicit.
Show a hint first
Assess whether the message is understandable and the chosen cues help the audience.
Show the worked explanation
Make essential information explicit. Words and gestures agree.
Grades 3–5
An example assignment
Explain a drawing without hiding the part you are describing.
Look for: Make visual information available in words.
Two practice contexts
- Present a simple drawing.
- Demonstrate a size comparison.
Context 1
Present a simple drawing.
Which next step follows this lesson’s method for the supplied context?
- Repeat the known difficulty without changing the approach.
- Replace the message with unrelated details and ignore its purpose.
- Identify a cue that could clarify meaning.
Show a hint first
Assess whether the message is understandable and the chosen cues help the audience.
Show the worked explanation
Identify a cue that could clarify meaning. Make visual information available in words.
Context 2
Demonstrate a size comparison.
Which next step follows this lesson’s method for the supplied context?
- Replace the message with unrelated details and ignore its purpose.
- Make essential information explicit.
- Repeat the known difficulty without changing the approach.
Show a hint first
Assess whether the message is understandable and the chosen cues help the audience.
Show the worked explanation
Make essential information explicit. Make visual information available in words.
Grades 6–8
An example assignment
Try a diagram explanation in person and on a pretend video call; adapt cues to each setting.
Look for: Check what the listener can actually see.
Two practice contexts
- Explain a diagram remotely.
- Adapt a gesture for a different viewing position.
Context 1
Explain a diagram remotely.
Which next step follows this lesson’s method for the supplied context?
- Replace the message with unrelated details and ignore its purpose.
- Identify a cue that could clarify meaning.
- Repeat the known difficulty without changing the approach.
Show a hint first
Assess whether the message is understandable and the chosen cues help the audience.
Show the worked explanation
Identify a cue that could clarify meaning. Check what the listener can actually see.
Context 2
Adapt a gesture for a different viewing position.
Which next step follows this lesson’s method for the supplied context?
- Make essential information explicit.
- Repeat the known difficulty without changing the approach.
- Replace the message with unrelated details and ignore its purpose.
Show a hint first
Assess whether the message is understandable and the chosen cues help the audience.
Show the worked explanation
Make essential information explicit. Check what the listener can actually see.
Grades 9–12
An example assignment
Review a presentation for accessible visual and nonverbal choices without judging personality or eye contact.
Look for: Assess function rather than conformity.
Two practice contexts
- Audit visual access in a presentation.
- Coach delivery without prescribing eye contact.
Context 1
Audit visual access in a presentation.
Which next step follows this lesson’s method for the supplied context?
- Identify a cue that could clarify meaning.
- Repeat the known difficulty without changing the approach.
- Replace the message with unrelated details and ignore its purpose.
Show a hint first
Assess whether the message is understandable and the chosen cues help the audience.
Show the worked explanation
Identify a cue that could clarify meaning. Assess function rather than conformity.
Context 2
Coach delivery without prescribing eye contact.
Which next step follows this lesson’s method for the supplied context?
- Repeat the known difficulty without changing the approach.
- Replace the message with unrelated details and ignore its purpose.
- Make essential information explicit.
Show a hint first
Assess whether the message is understandable and the chosen cues help the audience.
Show the worked explanation
Make essential information explicit. Assess function rather than conformity.
A planning frame to study
The cue helps explain ____. The essential words are ____. A listener who cannot see it can use ____.
Use the fixed scenarios in the argument builder to check the role of each part.
Open the fixed-choice argument builderWhat this lesson checks
- Cues support the message.
- Essential meaning is available without the gesture.
- Feedback respects individual communication styles.
The checks use predefined choices about the supplied examples. They do not evaluate an original speech or written response.