VISUAL-SPATIAL INTELLIGENCE : VISUAL-SPATIAL INTELLIGENCE Lorraine Catienza, Mary Leah Pervez,
Ancherin Koto, Ryan Shook Are you Visually-Spatially Intelligent? : Are you Visually-Spatially Intelligent? Take this small quiz…
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 or blocks, etc?
Do you often lose track of time?
Do you know things without being able to tell how or why?
Do you remember how to get to places you have visited only once?
Can you feel what others are feeling? Quiz Continuation… : Quiz Continuation… 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 vivid imagination?
11. Are you talented in music, dance, art or drama?
12. Can you visualize objects from different perspective?
13. Do others think you are unorganized?
14. Do you love playing on the computer?
15. Do you have trouble spelling words correctly?
16. Do you like taking thing s apart to see how they work?
17. Do you have at least one visual-spatial parent? If you answered YES to at least NINE of the above questions, you are most likely a visual-spatial learner. Definition of Visual-Spatial Intelligence : Definition of Visual-Spatial Intelligence Instills the capacity to think in three-dimensional ways as do sailors, pilots, sculptors, painters, and architects. It enables one to perceive external and internal imagery, to recreate, transform, or modify images, to navigate oneself and objects through space, and to produce or decode graphic information. Visual-Spatial Qualities : Visual-Spatial Qualities Learns by seeing & observing.
Navigates self & objects effectively through space.
Perceives & produces mental imagery.
Decodes graphs, charts, maps, & diagrams Enjoys drawing, doodling, painting, sculpting or constructing 3-dimensional products
Sees things in different ways “new perspectives”
Creates concrete & visual representations of information ? ACTVITY ? : ? ACTVITY ? REBUS (Pictogram) Puzzles BROKEN
PROMISE? ESTABLISHING A VISUAL LEARNING ENVIRONMENT : ESTABLISHING A VISUAL LEARNING ENVIRONMENT Slide 9: Transforming the Classroom
Intentional Display Areas
Selected areas for display
Peripherals for accelerated learning
Changing Perspective through Rotating Seating
Seating arrangements influence perspectives
Body language PICTORIAL REPRESENTATION : PICTORIAL REPRESENTATION Flow Charts
Describe the structure of concepts
Symbolize the direction of flow between ideas Visual Outlines : Visual Outlines Good preparation tool for writing
Identifies necessary components of writing
Clarifies expectations Slide 15: TITLE OF ESSAY Topic Sentences Supporting Sentences Supporting Details Other Samples of Pictorial Representations : Other Samples of Pictorial Representations Visual Notetaking and Brainstorming Tools : Visual Notetaking and Brainstorming Tools Researcher Michael Howe found that noted materials was six times more likely to be remembered than unnoted material.
Serve valuable functions
Inferences and interpretations
Focusing on what is important CONCEPT MAPPING : CONCEPT MAPPING Is used to indicate sequence and relationship between concepts
Originally created for science but can be used in different subjects
Have tree-like shape
Main concept at the top
Two to five sub-categories are connected by lines to the first concept
Verbs or phrases are added to describe the relationships
A third level can be added so that all important ideas are included and key relationships identified.
How to use it or create it Creating a Concept Map : Creating a Concept Map MINDMAPPING : MINDMAPPING CLUSTERING : CLUSTERING Is an open-ended process for generating creative ideas.
Can be used to jump-start thinking for creative writing projects, articles, reports, term papers, even books MINDSCAPING : MINDSCAPING A method of recording abstract information from lectures or books in the form of images with few words.
Used to create visual images that transform information from verbal to a visual format.
Can be used to
Map out the day
Plan individual lessons
Create interesting resumes
Promote new ideas CLASSROOM IMAGERY : CLASSROOM IMAGERY Visual Memory Techniques : Visual Memory Techniques The Greeks created techniques using stories and associations to improve memory. (Ancient Greek Myth)
Mnemonics are techniques that facilitate retention and recall of information by exercising visual-spatial intelligence
Also facilitates the ability to work with mental images.
Use associative techniques in the classroom to recall the names of places, objects, etc.
Most effective when children create their own. Visual Variety in Learning Materials : Visual Variety in Learning Materials Ways to generate interest and excitement In learning materials:
Imagery Highlighting with Color : Highlighting with Color Math: 15)390 26 -30 90 - 90 0 Spelling:
Mistakes can be corrected through the use of color
The word: “receive”
-receive VARYING SHAPES : VARYING SHAPES To remedy a student’s misspelling of certain words, misspelled letters can be enlarged to visually “grab” attention and improve recall
convenience Outline the word with its shape to help students visualize it
geometry Visual Accompaniment for Lectures, Discussions, or Reading : Visual Accompaniment for Lectures, Discussions, or Reading Allow students to volunteer to “illustrate” what is being learned and create classroom posters for display
Have students preview photos and graphs first
Visual scanning creates mental “hooks” for writing info and increases understanding Board Games & Card Games : Board Games & Card Games BOARD GAMES
One of the oldest pastimes
Can often ignite students’ enthusiasm for learning CARD GAMES
Also serve as an effective visual learning tool
For some ideas you can check:
http://edweb.sdsu.edu/courses/edtec670/cardboard/cardTOC.html Guidelines for Making Board Games : Guidelines for Making Board Games Determine the learning objectives
Consider how the information and skills might be taught
To make the board game, draw a rough draft on large paper, creating a path or design to fit the needs of the topic.
Once the path or design is made, determine how the game will end Cont’ Board Games : Cont’ Board Games 5. Players will need a way to move around the game board ? “Spinners”
6. If not spinners use “dice”
7. If needed, cut cards from cardstock for questions, bonuses, or penalties
8. Final Step: transfer rough draft to a permanent surface Slide 41: Architecture! Slide 42: Examples: Stonehenge The Great Wall of China Slide 43: (More) Examples: The Parthenon Giza Pyramids Slide 44: Examples (continued): Slide 45: Examples (continued): Slide 46: Function Slide 47: Learning to Think Like an Architect Slide 48: Learning to Think Like an Architect (Activity Instructions) 1. Take your cut outs and separate them from each other.
2. All pieces should be facing up and flat on the table.
3. Arrange the pieces together so that they conform to one structure. Use as many pieces as you like.
4. Be prepared to name and identify your structure your finished design.
5. Take your time…and have fun! Slide 49: READY?SET??GO!!! Slide 50: Learning to Think Like an Architect (Activity Questions) 1. What is it? (a house… building..tower??)
2. In what manner did you go about your design? (random or planned)
3. Is your final result reflective of the initial ideas that came to mind in the process? Slide 51: Learning to Think Like an Architect: Examples In Text Taylor’s (1991) Architecture and Children – teaches the design process by guiding students through ordered problems.
“cognitive apprenticeship” - does not train students to be architects - real life projects are used to develop thinking abilities Visualization of structures
Draw plans and develop models Slide 52: Learning to Think Like an Architect: Examples In Text Bubble diagrams
Two-point perspective sketch
Computer generated plans Slide 53: Learning to Think Like an Architect: alternative strategies Have students redesign their classroom space!
2. Make scale drawings and 3d models
3. Develop a budget
4. Implement plans Slide 54: Alternative Strategies: Benefits Before…
…Students were below grade level in Math Slide 55: Alternative Strategies: Benefits After…
…Student test scores increased! Slide 56: Even More Strategies… - Commemorating landmark structures through documentation, study of structural design and materials used
- Produce a book that includes student drawings, interviews and observations
- Bake CAKES?! Slide 57: Backward Thinking ?! - Created by Doreen Nelson
- Begin with the invention, then proceed to make changes and and adjustments to ensure positive results
Art: students invent a still life of a flower that has never been seen before
Science: students suggest ways to use piles of earth to limit damage to a hillside Slide 58: The Visual Arts - NAEA – National Arts Education Association
- Push for standards in art education
- Defends the arts in public education and their role in enhancing society Slide 59: The Disciplines Slide 60: The Approach - Arts taught as disciplines in their own right.
- Arts to be used as pedagogical tools to improve teaching and learning.
- Often integrated into Elementary classrooms
- Offered as separate classes in Secondary Ed classrooms Slide 61: Art as an Instructional Tool(Proof!) - New York City program, Learning through an Expanded Arts and Academic Program (LEAP)
- Hands-on art experiences help K-12 students learn academic content
- 97% students develop positive attitude and take pride in their work Slide 62: Credibility - LEAP is a nonprofit educational organization based out of New York City with a mission to improve the quality of K-12 grade education for ALL STUDENTS
- Inclusive of urban minorities, economically disadvantaged, and the middle class
- LEAP has worked with 450 schools and agencies in the Northeast
- Serves over 200,000 students annually
- Comprised of 200+ experts who work directly with teachers and students. Slide 63: ART & CREATIVE THOUGHT = Slide 64: Integrating Art into the Curriculum - Literature : Students may be paired to draw story boards.
~one student works on the story board, and the other student is responsible for writing up the illustrated story
- Students may make puppet shows and interpret scripts and literature to be presented later
- Math : LEAP fractions quilt project with a basic understanding of fractions Slide 65: Integrating the Arts at the High School Level - Math, physics, and science curriculums
- Use of plastecine clay and photocopied info of plate tectonics to create model plates
- Verbal and visual instructions to lead students into making mountains, islands, and faults
- Experimentation with shifting plates
- Students may develop a drawing of what the earth might look like in 50 million years Slide 66: Art Across the Curriculum 1. Integrated classroom art center (for ALL classrooms)
2. Any projects involving drawing photographic essays, video, and model building, collages…
3. Timelines, maps, and charts spark attention and memory
4. Decorative frieze (language themes, history…), scrolls, and murals
5. Replicas of famous art and maps through use of jigsaw & grid techniques Slide 67: HEY! Slide 68: Art Across the Curriculum (more) - Prints, posters, and decorative postcards to spark interest, conversation, and classroom discussion
- Computer software
- Students can design art-based activities and teach it to their peers! Slide 69: Technology enhances Visual-Spatial Intelligence Slide 70: SUMMARY!!! - Not all visual-spatial intelligence is associated with the arts, but a TON of it is, so…
- Creating and manipulating images are powerful allies in K-12 learning
- Arts enhance critical cognitive abilities (Critical Links, 2002)
- Nearly 3,000 studies have shown that spatial skills greatly influence our capacity to understand spoken and written language Slide 71: THANK YOU