V ISUAL /S PATIAL G IFTEDNESS Lavetta Collins Victoria Bradley

These learners think in pictures; keen visual memory Visualize their learning School learning model does not match the visual/spatial learning style Often misidentified and noted as average learners Tends to share this learning trait with at least one parent Thrives on complexity; high abstract reasoning ability Different sense of humour Day dreamer - rich fantasy life; creative, imaginative Better at mathematical analysis than computation Better at reading comprehension than decoding Fascinated by computers, especially computer graphics (if male) Avid television watcher Loves music Visual/Spatial Learners

A large amount of scatter on the sub-test scores of a formal IQ assessment A history of any allergies, food intolerance, asthma, ear, nose and throat infections, tonsillitis, sinusitis Inattentive and easily distracted Poor short term memory/good long-term memory Is very disorganized, has difficulty finishing tasks/school work Likes complex ideas and tasks and does well on them yet often fails at simple things Has a poor sense of time Has extreme physical sensitivities (noise, light, feeling) Does not maintain eye contact, often seems not to be listening Has poor handwriting, difficulty keeping in the lines or grips the pen and presses very hard Loves Lego, puzzles, jigsaws, computer games, television, making things Likes art and/or music Reads well silently but has difficulty with reading aloud Has difficulty with spelling and/or times tables Can remember the way somewhere after going there only once Has a vivid imagination and/or disturbing dreams Characteristics of the Visual/Spatial Gifted Learner

G ENERAL A CCOMMODATIONS Group with other gifted learners Group with “high-flyers” Do not group with lower level students when remediating Thematic instruction Encourage creative expression such as making transformations (use a common task/item in a different way) Encourage independent study Allow student to be in charge of their learning (learning centers) Refrain from having students do more work (differentiate) and from drill and practice Compact curriculum to focus on what is not already known GroupingCurriculum

M ORE G ENERAL A CCOMMODATIONS Room that encourages creativity & discovery Flexible seating Extra curricular activities Encourage risk taking Provide a variety of reading materials Allow for mobility in the room Something to do when work is finished early Allow choices in their learning Help in goal setting and attainment EnvironmentClassroom Management Assessment Evaluate individually Pre-assess in order to adapt unit to fit to individual students

Poor auditory memory, does not remember three step instructions difficulty memorising facts, poor at subject areas that require rote memorization (multiplication, phonics, spelling, etc.) Often finds easy work difficult Performs poorly or not at all on timed tests Easily distracted and can appear inattentive in class Disorganised, forgets details Hates drill and repetition “Forgets" written homework assignments Submits short, sloppy work of poor quality Handwriting laboured and difficult to read Impulsive, tends to act first and think later Misidentified because the typical gifted traits are not prevalent in the traits of the visual/spatial gifted learner

R ESOURCES tingPoints/VisualSpatial.html iculumAdaptations/General_Gif ted.pdf Lesley Sword Gifted & Creative Services Australia; ( 20 Kestrel Court Vic 3201 Australia