Visual Imaging for learning
Visual imaging is an essential skill for effective spelling,legible writing, reading and recall, comprehension and problem solving.
Visual imaging is also referred to as mental imaging although mental imaging can happen in a visual or auditory or kinesthetic mode. When people engage in learning they activate some combination of these sensory mental activities. Sometimes a person creates a learning strategy that involves an inappropriate sensory mental activity for what they are trying to achieve. Learning to visually image clearly and easily can improve literacy skills, numeracy, memory and comprehension.
- Visual imaging for effective spelling can be learned easily and quickly by children as young as 6 years of age, either in one on one coaching sessions or in a classroom setting with a peer-teaching approach.
- Visual imaging has been used by teachers to also teach children as young as 6 years of age meta-cognition skills i.e. how to pay more attention to the strategies they are using to learn.
- Students begin to self-monitor their learning strengths with more understanding of their ability to change their unhelpful learning strategies and their mindset.
- Students with learning difficulties can benefit from learning visual imaging skills, whether taught in small learning support groups or in full classrooms
'We have started back at school again and this week I introduced visual spelling to my new students. I have one high functioning autistic boy in the class who was displaying all the negative behaviour he could when we began... there was sheer delight on his face when I took him through the visual spelling and it actually worked for him!! His eyes sparkled with disbelief and achievement!' - class teacher, Palmerston North, N.Z., 2018
- Andrea can be contracted to run professional development workshops on visual imaging for literacy.
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Transforming Teacher/student Communication with influential language
Simple language patterns can signal that we understand what is important to a learner or what our needs or expectations are. Responses such as ‘you haven’t found a way to do this easily yet?’ or ‘right now your work feels harder for you?’ offer children a sense of being able to change what they are experiencing.
Inside the article are 5 effectively simple language patterns for the Classroom