GT+Weekly+Teaching+Strategy+Visual-Spatial+Learners

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[|Visual Spatial Resource Website]
=GT WEEKLY TEACHING STRATEGY: VISUAL-SPATIAL LEARNER = = = // Visual-spatial learners think in pictures rather than in words. They learn better visually than auditorally. They learn all-at-once, and when the light bulb goes on, the learning is permanent. They do not learn from repetition and drill. They are whole-to-part learners who need to see the “big picture” first before they learn the details. They are non-sequential, which means they do not learn in the step-by-step manner in which most teachers teach. They arrive at correct solutions without taking steps, so "show your work" may be extremely difficult for them. //.
 * Many GT identified students are VISUAL-SPATIAL learners but what is a visual-spatial learner? **
 * Common Characteristics of VISUAL-SPATIAL learners**: compiled from the Gifted Development Center; Linda Silverman and Betty Maxwell
 * Thinks primarily in pictures
 * Has visual strengths
 * Relates well to space
 * Is a whole-part learner
 * Learns concepts all at once
 * Learns complex concepts easily; struggles with easy skills
 * Is a good synthesizer
 * Sees the big picture; may miss details
 * Reads maps well
 * Is better at math reasoning than computation
 * Learns whole words easily
 * Must visualize words to spell them
 * Prefers keyboarding to writing
 * Creates unique methods of organization
 * Arrives at correct solutions intuitively
 * Learns best by seeing relationships
 * Has good long-term visual memory
 * Learns concepts permanently; is turned off by drill and repetition
 * Develops own methods of problem solving
 * Is very sensitive to teachers’ attitudes
 * Generates unusual solutions to problems
 * Develops quite asynchronously
 * May have very uneven grades
 * Enjoys geometry and physics
 * Masters other languages through immersion
 * Is creatively, mechanically, emotionally, or technologically gifted
 * Is a late bloomer
 * Strategies to support VISUAL-SPATIAL learners**:
 * Present the “big picture”, overarching themes, and main idea first before steps or details
 * Give more time to complete tasks and allow them to take work home to complete
 * Avoid timed tests when possible
 * Present information visually through use of overheads, computers, charts, diagrams, pictures, drawings, DVDs, movies, demonstrations, graphing calculators, and color
 * Use computers. Allow students to complete work on the computer, as well as conduct research and play games
 * If possible allow them to use laptops to complete work, take notes, and even take tests
 * Allow pictorial note taking
 * Write out instructions or assignments on the board and/or give a written copy to the student
 * Seat the student at the front of the room
 * If the student can handle complex concepts but not easy sequential tasks, give them advanced work even if they have not mastered the easier work
 * Use visualization techniques in every subject area
 * Act things out, give visual cues with your body.
 * Allow students to move their bodies and work with manipulatives
 * Encourage use of creativity and imagination
 * Color code: spelling words, math steps, writing processes, etc.
 * Allow kids to draw pictures or create actions to help them remember facts and details
 * Use and encourage humor when possible
 * Incorporate music or rhythm into rote learning or memorization tasks
 * Encourage progress and effort
 * Allow them to use tape recorders
 * Appeal to their interests and emotions
 * Communicate with parents about progress and missing work