The Art of Communication: Instructional Strategies for Gifted Learners.
Visual Spatial Learners in the Gifted Classroom Don’t Tell Me- Show Me!
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Transcript of Visual Spatial Learners in the Gifted Classroom Don’t Tell Me- Show Me!
Visual Spatial Learnersin the Gifted Classroom
Don’t Tell Me-
Show Me!
Underachievement in Gifted Children
Learning styles Traditional Teaching Methods
Are you Visual Spatial?
Take
the
Quiz!
1. Do you think mainly in pictures or words?
Geography, globe, continents,
countries, oceans, lakes, rivers,
2. Are you good at solving puzzles or
mazes?
3. Do you like to build with LegosTM, K’NEXTM, blocks,
etc?
4. Do you often lose track of time?
5. Do you know things without being able to tell
how or why?
6. Do you remember how to get to places you have
only visited once?
7. Can you feel what others are feeling?
8. Do you remember what you see and forget what
you hear?
9. Do you solve problems in unusual ways?
10. Do you have a wild imagination?
11. Do you love music, dance, art, or drama?
12. Can you see things from different perspectives?
13. Do others think you are organizationally
challenged?
14. Do you love playing on the computer?
15. Do you have trouble spelling correctly?
16. Do you like taking things apart to see how
they work?
Total up the number of Yeses and No’s.
Let’s see where you are on the Auditory-Sequential Visual-Spatial Spectrum!
Are you Visual Spatial?14-16 Yes / 0-2 No - Strongly Visual-Spatial
11-13 Yes / 3-5 No - Moderately Visual-Spatial
9-10 Yes / 6-7 No - Mildly Visual-Spatial
9-10 No / 6-7 Yes - Mildly Auditory-Sequential
11-13 No / 3-5 Yes -Moderately Auditory-Sequential
14-16 No / 0-2 Yes - Strongly Auditory - Spatial
Visual Spatial Learners enjoy:
Blocks and Boxes
Construx and LegosGears and Tinker
Toys Computers
DaydreamingMoviesMaps
Visual Spatial Risk Factors
Well-above Average intelligence
Creative & Divergent Thinkers
Physically & Emotionally Sensitive
Extreme Visual Spatial Learning Style with Auditory-Sequential Information Processing Weakness
Words
Time
Step-by-step
Trail and Error
Progress easy to difficult
Details
Repetition
Pictures
Space
Whole-to-part
Learns all at once
Complex=easy; easy=hard
Big Picture
Learning Sticks
Illustrated by Buck Jones, Copyright held by Silverman, Dr. Linda K. 2002. Upside-Down Brilliance: The Visual Spatial Learner P1. DeLeon Publishing. May not be reproduced without permission.
Auditory-Sequential vs. Visual-Spatial
Phonics
Organized
Analytical
Algebra
Chemistry
Shows Work
Academic
Early Bloomer
Left Brain
Sight Words
Organized???
Synthesizer
Geometry
Physics
Intuitive
Creative/Technology
Late Bloomer
Right Brain
Auditory-Sequential vs. Visual-Spatial
Auditory - Sequential
Visual - Spatial
Why Visual Spatial Abilities?
Employers of the 21st century are looking for employees with strong visual skills, able to recognize larger patterns, intuition, a sense of proportion, imaginative vision, able to think outside of the box, and the apt connection between apparently unrelated things.
Tom West. In the Mind’s Eye (1991)
So, why focus on Visual Spatial abilities?
Now that information is readily available on the internet success in today’s world depends upon intuition, empathy, spirituality, and right-hemispheric directed abilities.
“In the United States, the number of graphic designers has increased tenfold in a decade; graphic designers outnumber chemical engineers four to one. Since 1970, the United States has 30% more people earning a living as writers and 50% more earning a living by composing or performing music… More Americans today work in arts, entertainment, and design than work as lawyers, accountants, and auditors.” (p55)
Pink, D.H. (2005) A Whole New Mind: Moving from the Information Age to the Conceptual Age
Donna Karan Thomas Edison Gloria Estafan RodinFrank Lloyd Wright Jackie RobinsonMacile Reevis Ansel AdamsSpike Lee Walt Disney General George S. Patton Sherman AlexieGeorgia O’Keefe Nikola Tesla Diego Rivera Jerry PinkneyPablo Picasso Michael FaradayMaria Tallchief Chris ClarkeLeonardo da Vinci Colin PowellFaith Ringgold Denzel WashingtonSteven Spielberg Michelangelo
Careers for Visual Spatial Learners:
navigators, sculptors, visual artists, inventors, architects, interior designers, mechanics, engineers, video game designers, producers, actors, surgeons, dentists, photographers, fashion designers, interior designers, physics, aeronautics,
"Intelligence is the ability to find and solve problemsand create products of value in one's own culture."-Dr. Howard Gardner
Visual Spatial Learners
VSL
Mod VSL
AUD
VSLs & Screeners/Aptitude Tests?
Aptitude tests - High Scores on
Block Design - WISC
Comprehension (abstract reasoning)-WISC
Abstract Visual Reasoning - SB-IV
Matrix Reasoning - WAIS-III
Nonverbal sections
NNAT
Source: Dr. Linda K. Silverman
Source: Dr. Linda K. Silverman
Constructions Toys
Creative Endeavors
art, music, drama, dance, Destination Imagination, constructing computer programs, scientific experiments,
Enjoy math, science, computers
Dream of artistic/scientific fields
Look at careers of parents
Ear infection history
Learning does not occur in the classroom, it occurs in the students’ minds. The role of the teacher and the classroom s/he
creates is to offer possibilities in such a way that students will both want and be able to learn. The richer the banquet we lay,
the more students will partake and the linger they will stay at the table.
Williams, L.V. 1983.Teaching for the Two Sided Mind: A guide to Right Brain/Left Brain Education. New York: Simon & Schuster.
p194
Ask yourself, “How would I teach this to a deaf child?”
Show everything - use Visual Aids
Ask students to visualize pictures, lists, patterns, situations, homework, etc.
Hands-On, Minds-On - use Inquiry with manipulatives
Ask the student if he can make a construct, visualize, or draw of the concept or idea
Use music, fantasy, mnemonics, silly poems, metaphors
Avoid drill and repetition- Have them perform the hardest tasks.
Avoid rote memorization. Use more abstract, conceptual, or inductive approaches.
Group VSL together for instruction.
Seat in front of room, but 4-6’ from chalkboard
Avoid timed tests.
Have them discover their own methods of problem-solving.
Give them advanced, abstract, complex material at a faster pace even if they haven't mastered the easier, sequential work.
Emphasize mastery of higher level concepts rather than perfection of simpler concepts in competition with other students
Use inductive or discover techniques
Use Color, Color, Color on the visuals
Students use Color highlighters on key concepts, words
Organize EVERYTHING by Color
Color coordinate everything in one subject using the same color.
Have the VSL create Individual flashcards in Color
Copy activity sheets, graphic organizers,study guides, etc. on Color copy paper - easier to organize, too.
Encourage the use of computers
Grade on material learned, not the process.
Illustrated by Buck Jones, Copyright held by Silverman, Dr. Linda K. 2002. Upside-Down Brilliance: The Visual Spatial Learner. P88. DeLeon Publishing. May not be reproduced without permission.
May never be a good a good oral reader. Help the child before s/he makes a mistake and it imprints. Encourage the use of context clues. Vocabulary words need illustrations; flash cards Picture collages of words with same beginning / ending, etc. Speed Read- skipping the small words Get content first, then read for details Picture at Punctuation Vision-tracking instrumentTest for comprehension with silent reading
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Burcher, Sam, Max, and Bryan. 1998. Vocabulary Cartoons. New Monics Books.
Burcher, Sam, Max, and Bryan.Vocabulary Cartoons I: SAT Word Power. New Monics Books.
Burcher, Sam, Max, and Bryan. 2007. Vocabulary Cartoons II: SAT Word Power. New Monics Books.
http://www.beaverton.k12.or.us/jacob_wismer/leahy/2005/space/space.htm
MOUNTAINFIRE
WATER
As these students may suffer from deficits in mechanics, give more weight to the content of papers than to format. Give two grades, one for content & one for mechanics Illustrate the story first with a storyboard. Use a graphic organizer to web story, outline, write Dictate story Alternate assignments- birth certificate, tombstone, interviews, maps, role-playing, newspaper article, podcast, etc. Use computers to type stories/reports Encourage handwriting as art
BIRD OUTLINEI. HabitatsA. PrairieB. ForestC. WaterD. grassland/meadowE. TundraF. Backyards
II. FoodA. Seeds B. FruitD. MammalsE. ReptilesF. Fish and aquaticG. InsectsH. Amphibians
III. Body PartsA. Feathers
1. Down2. Primary3. Secondary4. Tail5. Wings
B. CamouflageC. Bone structureD. Feet
1. Long, thin toes2. Webbed3. Hooked talons4. Small grasping5. Thick, sturdy for walking
E. Beaks1. Pouch2. Sieve3. Thin needle like4. Short, thick5. Long, probing6. Hooked for tearing
IV. NocturnalA. OwlsB. WhippoorwillsC. Night Hawks
V. Nest Materials and LocationsA. CavitiesB. TreesC. GroundD. GravelE. GrassF. SticksG. MudH. no nest
VI. MigrationsA. NoneB. Within USC. Central & South AmericaD. Other
Illustrated by Buck Jones, Copyright held by Silverman, Dr. Linda K. 2002. Upside-Down Brilliance: The Visual Spatial Learner. P93. Deleon Publishing. May not be reproduced without permission.
Use manipulative materials to allow hands-on experience.Avoid timed tests, if possible, and allow them more time for classroom assignments.Times table rhyme storiesLet them solve problems their way, if they are getting the correct answers.Let them go on to more complex/harder problem, even if they don’t have the simple facts. Don’t have them show their work or teach them to work backwards.Use pictures to help illustrate the simple skills.
Illustrated by Buck Jones, Copyright held by Silverman, Dr. Linda K. 2002. Upside-Down Brilliance: The Visual Spatial Learner. P125. DeLeon Publishing. May not be reproduced without permission.
Emphasize creativity, imagination, new insights, new approaches rather than the acquisition of knowledge.. Engage students in independent studies or group projects which involve problem-finding as well as problem-solving. Have the students discuss the ethical, moral and global implications of their learning and involve them in service-oriented projects. Students use illustrations when note-taking
If too time consuming, use words and pictures for notes Tape record lectures Highlight information with different colored highlighters Box, circle or underline words to remember Use post-it notes to tag pages and important information Emphasize concepts Allow typed pages to be pasted into Lab books
Illustrated by Buck Jones, Copyright held by Silverman, Dr. Linda K. 2002. Upside-Down Brilliance: The Visual Spatial Learner. P69. DeLeon Publishing. May not be reproduced without permission.
Horizontal Stacker
Color Code subject areas.PocketsCalendarsComputersVisualizing homework before end of schoolA place for everything and everything in its place
Moment of silence at end of day to visualize homework needs
Reduce unpredictable noise
Use wait time- allowing students to visualize
Let student finish an answer - even if they seem of target
Discipline in private and be nonjudgmental.
Encourage the child’s strengths.
* Let’s look at it differently.
* See how this works for you.
* I can’t quite picture it.
* Let’s draw a diagram or map.
* I’d like to get a different perspective.
* I never forget a face.
The words or the language, as they are written and spoken, do not seem to play any role in my mechanism of thought. The psychical entities which seem to serve as elements in thought are certain signs and… images…The above mentioned elements are, in my case, ofvisual and some of muscular type. Conventional wordsor other signs have to be sought for laboriously in a secondary stage…
(Albert Einstein, quoted in J. Hadamard,The Psychology of Invention in the Mathematical Field,Princeton, NJ: Princeton University Press, 1949.)
Learning in school pushed students through pre-determined hoops in a prescribed way.
Spatial ideas give an environment for thinking about relationships. It requires higher level cognition.
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
Dr. Dana Johnson. 2006 NAGC
2-D to 3-D
3 Dimensions to 2 Dimensions
Project 3-D objects on the overhead projector
Cubes: draw from top view, front view, side view
TOP VIEW FRONT VIEW RIGHT-SIDE VIEW
Source: Dr. Dana Johnson, College of William and Mary
2 Dimensions to 3 Dimensions
Build the structure whose three views are given
TOP VIEW
FRONT VIEW
RIGHT-SIDE VIEW
Source: Dr. Dana Johnson, College of William and Mary
What can we do differently in our Gifted classrooms to better meet the needs of the Visual-Spatial Learners, or over half of our classes? What is one thing you will try differently?
Ask yourself these few questions:
1. Am I presenting the material visually?2. Are there additional maps, charts, graphs, photos, hands-on activities, or other materials I should incorporate?3. Am I giving students enough time?4. Are there opportunities for students to demonstrate mastery in visual-spatial friendly ways?5. Am I successfully differentiating by honoring each student for his or her preferred learning style?
The soul never thinkswithout a picture.Aristotle, Greek 384-322 B.C.
I visualize things in my mind beforeI have to do them. It is likehaving a mental workshop. Jack Youngblood, 1950- , American