Strategies that Work Visualising Workshop 7 Debbie Draper, Julie Fullgrabe & Sue Eden

Visualisation overview Visualisation strategies for fiction and non-fiction texts

Has visualising been taken into the hands of the media and away from imaginations?

Were children better visualisers before visual texts became so accessible?

Mu dictionary

Quadrant A Analyse When we visualise, we are in fact inferring, but with mental images rather than words and thoughts. (Harvey and Goudvis)

Quadrant A Analyse Visualisation can Help me predict Clarify something in a text help see the characters help see the events, setting Go beyond seeing to smell, taste, hearing, feeling elicit emotional and physical reactions Help me to remember

Quadrant A Analyse Visualisation is important in our lives, Helpful for athletes, actors, musicians and teachers! Useful for setting goals and achieving tasks

Quadrant D Synthesise Visualising is like…. Use the cards to make an analogy about visualising

Quadrant C Personalise meaning Visualising Listen to the excerpt and imagine the person in the story 10

Charlie and the Chocolate Factory images 11

Quadrant C Personalise meaning Was it possible to develop your own images after the many versions of this character? And how important is it that students learn that it is OK to have their own versions of a character or setting?

quadrant B-organise Fiction/Nonfiction can be used for visualising Think alouds Illustrating with drawing Illustrating with text description Focusing on all senses Using imagery Character descriptions Understanding that visualising is an individual organise Double entry diary

A summary of the main uses for visualising, available on website

Comprehension shouldn’t be silent quadrant B-organise Full of ideas Great starting point Comprehension shouldn’t be silent Michelle J Kelley Nicki Clausen-Grace website

Draw a picture of your favourite part of the story….. Discuss whether this is a good way to monitor visualisations of readers What if drawing is challenging for learners?

RIDER Read – read a sentence, paragraph, paragraphs Imagine – imagine the picture/draw the picture Describe – describe what your picture looks like Evaluate – evaluate/check your picture matches the story Read on – continue reading

Try this activity with an excerpt from Charlotte’s Web E.B White

Sketch to stretch A technique that can be used while reading aloud or used when a text has no visual images. Take some words that have helped describe the sketch to fully explain the visualisation

Sketch to Stretch While you are reading, or just after you finish, sketch what you are visualising, then, in the stretch boxes, add to the sketches in words. You might choose to add emotions, feelings, descriptions or other information that adds to your sketch. Kerry Gehling from AUSSIE Interactive

Creating mental images that go beyond visualising Remembering a past experience using all senses on a concept map is a way of demonstrating visualising or using a piece of text

Visualising all aspects of a character

Before , during and after reading visualisations

Double-entry diary What I visualised How does this visualisation help me understand the text better?

Use poetry to encourage visualisation of imagery The fog comes on little cat feet. It sits looking over harbour and city on silent haunches and then moves on.“ From the Fog by Carl Sandburg  

What kind of little cat feet did you visualise?

The fog is compared to a cat Skulking and silent but a presence all the same The fog comes on little cat feet