1. The Visual-Spatial Learner “I think in pictures, you teach in words!”

2. 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.

3. 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.

4. 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
Now if you look closely at this list you will notice that these are all auditory-sequential skills. And, they are actually limiting the potential of all students to gain employment in today’s world…because…

5. 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
Citizens of the 21st century are rewarded beyond school for: Isn’t it time we recognize the importance of right hemispheric abilities and provide all students the opportunity to develop their visual-spatial skills? These skills are essential to their success in adult life. To continue to prepare students for jobs in the 1950’s is limiting their potential instead of enhancing it. One of the central functions of school has always been to prepare the students for gainful employment. Are we missing the mark?

6. Right brain VS. Left Brain
SIDE R
I G H T S I D E

7. parts
whole
This is the difference in the way the left side of the brain sees information – in parts; the right side sees the whole…as demonstrated by this cartoon.

8. Right or Left Brained? Test Café Mind Media Trenholm HDIT Teacher
This image does not actually show right or left, but is constantly said to show it. However, the three tests below will help you discover your tendency. The teacher link talks about students and teachers and overcoming your tendency to meet all learners’ needs. You also have a copy of the article.
Test Café
Mind Media
Trenholm
HDIT
Teacher

9. 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
Also:
Learns well from instructions. Develops own methods of problem solving
Comfortable with one right answer. Likes problems with many answers.
Academically talented Is creatively, technologically, mechanically,
emotionally or spiritually talented.

10. Auditory-Sequential Visual- Spatial
Left-brained
Right-brained
Auditory-Sequential Visual- Spatial

11. Detecting the Visual-Spatial Learner
Just The Facts
A Criminal Presentation OR
Detecting the Visual-Spatial Learner
So teachers…right now it is time for an Investigation and we want “Just the Facts”

12. Your class
Research shows that this is the breakdown of most classrooms.

13. 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?

14. Research shows that ALL students will benefit from a visual-spatial classroom.
Linda Silverman, an expert in visual-spatial learners, states: “Unless the right hemisphere is activated and engaged, attention is low and learning is poor.” She was talking about every student in the class.
21st century employees will require strong visual skills: It is proposed now that information is available on the internet, success in today’s world is dependent on empathy, intuition, spirituality and right hemispheric-directed abilities.

15. MEET……………………...THE PILERS !
Now let’s investigate the students you might have in your rooms…These kids normally pile all of their belongings horizontally, some vertically. Seldom “file anything”.
MEET……………………...THE PILERS !

16. TINKERERS
These are the kids that love to take things apart to see how they work - while you hold your breath that they’ll be able to put it all back together again. They are not intimidated by computers or other equipment…they just seem to understand how to manipulate it.

17. THE “I DON’T KNOW HOW I KNOW, I JUST KNOW” KIDS
Visual-spatial kids are quite intuitive. Often true in math. Because they see the big picture, they often come up with the correct answer to problems yet they are absolutely unable to show steps. The most important message you can give them is that you respect their way of thinking and that you don’t question how they got their answer. When there is mutual respect built up, the student can often be asked to support their mental math with more traditionally accepted demonstrated work.

18. DAYDREAMER
Many times these students appear to be ignoring you, but they are actually forming pictures in their minds. They have to translate your words into pictures in much the same way an ESL student must translate from Spanish into English.

19. THE “I’LL-BE-READY-IN-A- MINUTE” TYPE
Iit is universally accepted that VSL have no concept of time. They can get so absorbed in creative play or the project of the moment, that they resist moving onto the next topic. They have no sense of how to plan for long-term assignments.

20. THE HUMOROUS CREATIVE TYPE
Humor resides in the right hemisphere of the brain. They come up with the funniest jokes, greatest plays on words and their the first one laughing at yours.

21. THE FIDGETERS
V-S learners are typically kinesthetic learners, meaning they take in information through their senses. To sit still can cause them to have difficulty focusing on learning - so it is suggested that you let them move.
To help you identify your visual-spatial learners, I am going to provide you with VSL quizzes for your students to take themselves or a quiz that you might use as a teacher-observer.

22. 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?

23. 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?

24. 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?

25. 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?

26. Congratulations…you have discovered important clues about your learners. Now what are you going to do about it?

27. Now that we have them identified, we can begin to look at our visual learner and how to help them improve their performance in the classroom. For those of you that are traditionalists in the classroom, it might be a little difficult for you to wrap your mind around some of these strategies - so keep an open mind and remember that all of these suggestions are based on brain research.

28. Teach them through their strength
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
Use visual-spatial strategies
We are only going to focus on the first point - and that is using visual-spatial strategies

29. I detect we need to talk about…..
How to Teach your Visual Learner to Study - link on the Learning Strategies button for parents and students.

30. Reading Strategies for VSLearners
Visualize what they are reading (can you create a visual picture) When VSL
are taught whole words first instead of parts of words, they learn them
easier when they attach a picture to the word.
Shape words out of string, clay, etc. Trace words out of sandpaper and
trace with finger.
Put words on cards and have them sort with similar beginning sounds, or
other categories (called analytic phonics) (Betty Maxwell article)
Speed reading – skip pictureless words.
Make pictures of what they are reading to aid in comprehension and recall
At the punctuation, picture what they have read. Their notes could be
mini-pictures in a notebook or pad.
Important information – textbook scavenger hunts (at the beginning of the
year to help them learn about their texts) Making connections helps
the VSL retain what they are reading and hearing.
Post-it notes on pages with important names (blue) and new words (red)
Consider comic books
Fantasy books with lots of visuals
Recorded books

31. “Let’s check the files for writing ideas for the visual-spatial student…”
Creative writing is a gift of the vsl. They have wild imaginations coupled with a great sense of humor. They can create great stories but have trouble getting it down on paper.
For many students, if they put the story down in pictures first, then return to put words to the pictures – they won’t lose the stories.
Report writing: Because the SAT has a timed essay, all students need to be
able to organize their thoughts and create written output that matches
their vivid mental images. They need a lesson in organization.
Web – shows how to outline
Inspiration;
Check out page
Allow dictation to someone else. First they dictate the ideas. Then, they review their unedited ideas and edit as much as they can (with the help of spellcheck and grammar check). Encourage keyboarding because once they become proficient, it will be a faster means to get their stories on paper.
Consider giving weight to other aspects of creative project – such as
costumes, story board, model; or use alternative assignments.
(p 53 – 54 in book handout)

32. Writing Tools Inspiration Kidspiration Projector as a Tool Voicethread
Uses
ｷ present material in a visual manner where ever possible
ｷ all school work, including class work, to be done on computer wherever possible i.e. handwriting to be kept to a minimum
ｷ use of computer software such as Inspiration ( to assist with planning and organization of school assignments.
They can create great stories but have trouble getting it down on paper.
Voicethread:

33. “How about some spelling help for the little buggers?”
Most VSL struggle with spelling.
Teach them to make mental images of the word.
One teacher taught her students to put “rule breaking words” behind bars.

34. Elegant Thick Frightening Narrow children
When typing words, use a font appropriate to the feeling or mood of word.

35. Aoccdrnig to rscheearch at Cmabrigde Uinervtisy, it deson’t mttaer what oredr ltteers in a word apepar, the olny iprmoatnt tihng is that the frist and lsat ltter be in the rghit pclae. The oethr ltteers can be a cmolpeet mses and you can still raed the word!
Apaprnelty, the huamn mnid deos not raed ervey lteter, but raeds the wrod as a wlohe. Ins’t that amzanig? So mcuh for the ipmorancte of spleling!

36. 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.
Why are computers so important to VSL? Because they have to use both hands and it causes the two hemispheres to work together.
Until they become proficient at keyboarding, please remember to evaluate the content of their ideas separate from the quality of their penmanship.
Another option is to treat handwriting as an art. Teach them calligraphy.
Use colored pens.

37. “Math’s my game…and the visual-spatial approach keeps me tame…”
Case files show that VSL have superior grasp of mathematical relations but inferior abilities in computation. Since they are non-sequential learners you must access their right hemisphere. It can be done through humor, use of meaningful material, discovery learning, whole – part learning, rhythm, music, high levels of challenges, emotions, interest, hands-on experiences, fantasy and visual presentations.
Timed tests are death knells for the VSL.

38. 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

39. If they get the correct answer, don’t ask them to show their work.
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
Don’t ask for work…give them more problems; build up their trust and then slowly see if they can adapt to a more traditional way of working the problems. (Give them problems with the answers and see if they can arrive at that answer) If they know the goal of an activity, and are allowed the freedom to find their own methods of getting there. – they will do great in life.

46. 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.
Copy page 131

47. Listening to lectures….
This is where you lose them…
You have to keep their right brain engaged (and this goes for all students)
AAARGH!!!!!

48. Engages the right hemisphere PICTURES are permanent
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.
Engages the right hemisphere and keeps them engaged
If they can’t draw fast enough, have them record the lectures and make notes later

49. 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

50. 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.

51. “I detect that there are ways VSLs can use their strengths to learn new material.”

52. Matching games or Memory Webbing Graphic organizers
Visual Pictures with nonsense information
Mnemonics
Acronyms
Music
Fantasy
Metaphors
Matching games or Memory
Webbing
Graphic organizers

53. Take a group walk to :digest” new material
Passing the buck: toss a Hackey Sack™ or small ball to the student who is to answer the next question
Take a group walk to :digest” new material
Role play, act out and dramatize anything and everything
Hands-on activities – find a way to get them “doing” the lesson
There is a correlation between movement and language; movement and memory as well as movement and attention: These are ways to incorporate movement in your class:

54. Incorporate stretching exercises as a breather between lessons
Pair or group students in various corners of room and set them to work creating jingles for information to be memorized
Allow “walkabouts” for those that need more movement.
There is a contract for “walkabouts” on the CD that goes with Golon book.

55. In closing, school will probably be the only time visual-spatial students feel they are not as bright or capable as their auditory-sequential friends. Be their cheerleader, their mentor, and the adult in their lives, other than their parents, that truly cares about them. There is a strong emotional bond many visual-spatial students feel about the one teacher that truly understood them lasts their entire lifetime.
Be that teacher.