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The Visual-Spatial Learner. “I think in pictures, you teach in words!”. Academic objectives:. TPW will become familiar with the characteristics of visual-spatial learners and how to identify them.
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The Visual-Spatial Learner “I think in pictures, you teach in words!”
Academic objectives: • TPW will become familiar with the characteristics of visual-spatial learners and how to identify them. • TPW will become familiar with teaching techniques and strategies to enable visual-spatial learners to use their strengths to learn new material.
Language Objectives • TPW participate in a self-test to determine if they are a Visual-Spatial learner. • TPW share any mnemonics, learning songs, raps or poems that they know to help remember specific information. • TPW select an alternate activity for a research report and share it after 10 minutes. • TPW illustrate a spelling word and share with others. • TPW share math tricks for remembering math facts.
Success in school still depends on: • Following directions • Turning in assigned work on time • Memorization of facts • Fast recall • Showing steps of work • Neat, legible handwriting • Accurate spelling • Punctuality • Good organization, tidiness
Job Skills needed in the 21st century • Ability to predict trends • Grasping the big picture • Thinking outside the box • Risk-taking • Problem-finding/problem solving • Computer literacy • Dealing with complexity • Ability to read people well • Combining one’s strengths with others’ to build a strong team
Right brain VS. Left Brain LEFT SIDE R IG H T S I D E
parts whole
Ways of learning • Left Brain Right Brain • Thinks mostly in words Thinks mostly in pictures • Has auditory strengths Has visual strengths • Step-by-step learner Whole-part learner • Attends to details Sees the big picture • Follows oral directions Reads maps well • Does well at arithmetic Can do math reasoning • Learns phonics easily Learns whole words easily • Neat, quick writing Can keyboard well • Can show steps of work Intuitive – correct work
Left-brained Right-brained Auditory-Sequential Visual- Spatial
Just The Facts A Criminal Presentation OR Detecting the Visual-Spatial Learner
So let’s see if I have this right…about 65% of the students in your class learn best with visual-spatial strategies …wouldn’t it be a crime if you continued to talk all the time?
Research shows that ALL students will benefit from a visual-spatial classroom.
Let’s investigate! Ask your children this… • Do you think mainly in pictures instead of in words? • Are you good at solving puzzles or mazes? • Do you like to build with LEGO, K’Nex, blocks, etc. • Do you lose track of time?
Do you know things without being able to tell how or why? • Do you remember how to get places you have only visited once? • Can you feel what others are feeling? • Do you solve problems in unusual ways?
Do you remember what you see and forget what you hear? • Do you have a wild imagination? • Do you love music, dance, art or drama? • Can you see things from different perspectives?
Do others think you are organizationally challenged? • Do you love playing on the computer? • Do you have trouble spelling correctly? • Do you like taking things apart to see how they work?
Congratulations…you have discovered important clues about your learners. Now what are you going to do about it?
Helping VSL improve classroom performance • Teach them through their strength • Teach them techniques to move from visual spatial to auditory sequential thinking as required • Improve their auditory skills
“Let’s check the files for writing ideas for the visual-spatial student…”
Writing Tools • Inspiration • Kidspiration • Projector as a Tool • Voicethread Uses
Elegant Thick Frightening Narrow children
Aoccdrnig to rscheearch at CmabrigdeUinervtisy, it deson’tmttaer what oredrltteers in a word apepar, the olnyiprmoatnttihng is that the frist and lsatltter be in the rghitpclae. The oethrltteers can be a cmolpeetmses and you can still raed the word! Apaprnelty, the huamnmniddeos not raederveylteter, but raeds the wrod as a wlohe. Ins’t that amzanig? So mcuh for the ipmorancte of spleling!
A word about handwriting… Almost all VSL have trouble with handwriting. It is recommended to let them move right into cursive. Computers and keyboarding is important.
“Math’s my game…and the visual-spatial approach keeps me tame…”
Teaching Math to Non-Sequential Learners • Breaking down the “169” multiplication facts • Use math tricks such as “finger method” to teach the nines or use patterns • Use “Schoolhouse Rock multiplication video” • Teach threes to tune of “Jingle Bells” • Elevens trick – split and add • Twelves pattern
Division…just the reverse! • Difficult for VSL • See if they can form their visual multiplication pictures and go backwards • When working out division problems, let them use graph paper to help keep their numbers aligned • If they get the correct answer, don’t ask them to show their work. • Use math manipulatives
Timed Tests Timed tests should be avoided, since it takes longer for VSL to translate their images into words. Timed activities should only be used if students are competing with themselves rather than others.
Listening to lectures…. AAARGH!!!!!
Taking notes in picture form - a powerful strategy for visual-spatial learners. • Engages the right hemisphere • PICTURES are permanent • Drawing helps learn new material because they can “download” those pictures whenever they need them.
Show them how to listen for important details like dates, names and place to include in their drawings. • Teach them how to make shortcuts for words • Use humor in drawings
Further ways of how to keep the brain engaged during lectures… • Use markers for notes; change colors with new information • Doodle to stay focused • Take a small object to manipulate • Give these students an overview • Have students predict where speaker is going.
