VISUAL-SPATIAL INTELLIGENCE

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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 Visual Tools Variety Intentional Display Areas Selected areas for display Peripheral Stimuli Peripherals for accelerated learning Changing Perspective through Rotating Seating Seating arrangements influence perspectives Nonverbal Communication 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

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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 Storing memory Encoding Organizing data Encouraging associations 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 Concept maps 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: Color Shape 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” Misspelled: Recieve -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 Examples: receive aisle convenience Outline the word with its shape to help students visualize it Examples: 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!

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Examples: Stonehenge The Great Wall of China

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(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 Elevation view Two-point perspective sketch Computer generated plans

Slide 53: 

Learning to Think Like an Architect: alternative strategies Have students redesign their classroom space! 1. Measure 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