Visual Rolls eyes Follows you around the room with his/her eyes Is distracted at movement Loves handouts, work on the boards, overheads, and any visual presentation Often speaks rapidly Will usually retrieve information by look up and to the left Says things like “I see what you mean,” or “I get the picture

Auditory/Verbal May answer rhetorical questions Talks a lot; may talk to self Distracted by sound Enjoys cassette tape work and listening to your speak Likes to have material read aloud Usually speaks distinctly Will usually retrieve information by looking from side to side while listing to his/her internal tape recorder Says things like “sounds good to me,” or “I hear what you are saying”

Kinesthetic/Tactile Sits very comfortably, usually slouches or lots of movement, leans back in chair, taps pencil Often speaks very slowly—feeling each word Distracted by comfort variations Needs hands on experience Districted by movement—often his/her own Will usually retrieve information by looking down to feel the movement when he/she learned it Says things like, “I need a concrete example,” or “That feels right”

Memory

Phases of Memory Learning or encoding phase Storage phase Retrieval phase

Categorizing Memory Sensory Memory Immediate Memory – 7 bits – Now 3 bits – Chunking—difference between a novice and expert

Categorizing Memory Active Working Memory – Acting as a storage are to combine and compare a new memory with old memories – Storing the first words of a sentence so you understand the gist of it when you get to the end – Holding information as you utilize strategies to remember it – Holding parts of a problem as you solve them – Retaining question as your mind searches for an answer

4 factors which affect immediate and working memory Interest Intent Understanding Prior Knowledge

Memory Processes SensoryImmediateWorkingLong-Term Time on taskMilliseconds to second Up to 30 seconds Minutes, hours, days Semipermanet to permanent ProcessInputting Information Attending to information Processing information Storage of information Brain LocationEnters through brain stem; distributed to sensory association areas Midbrain structures Frontal lobesThroughout the neocortex

Long Term Memories Explicit (activity) – Declarative memory—facts and events – Semantic Memory—nothing but the facts, mnemonic devices – Episodic memory—location and circumstances, why we are concerned with a classroom environment

Long Term Memories Implicit Memories – Not necessary learned – Feelings – How too Conditioned Response Procedural Memory Emotional Memory

Using Memory Systems Emotional—How do you feel about ____? Episodic: Where did you find out about ___? Procedural: How do you use ___? Semantic: What do you know about ___?

Memory Systems and Transfer Memory SystemStrategyTransfer ProceduralUse body parts for food pyramid Practice saying food pyramid without movement; encourage students to visualize movement EpisodicMuseum field trip for art Review and debrief trip after return; refer to trip location on assessment Conditioned ResponseSongQuestion students about information in the song; refer to the song on the assessment EmotionalCelebration before learning Re-create the celebration before assessment; refer to emotions on assessment

Differentiating for Visual Learners Teaching from visual memory – Do you use a lot of visual aids? – Do you find covering a lot of material important? – Do you talk fast? – Does messiness bother you? – Are you easily distracted by visual stimuli? – Do you reply on printed information? – Do you need visual feedback?

Preassessment and the visual learner Provide a list of vocab works have have students draw the definitions Using magazines have students cut out pictures and design a poster of their prior knowledge Give students short answer essay questions

We remember 10% of what we read 20% percent of what we hear 30% of what we sea 50% of what we see and hear 70% of what we say 90% of what we say and do

Proven methods Nonlinguistic representations: drawing pictures, graphic organizers Mind mapping Mental pictures Summarizing and note-taking Practice and homework Time lines

Practices to enhance visual memory Play I Spy Reading books such as “Where’s Waldo” Finding Lowly Worm on each page in Richard Scarry’s books Play Hot and Cold Game

Differentiating for Visual Memory and the Episodic System Field trips Bulletin boards Posters Colored paper Accessories Where you were standing when you shared information What you were wearing when you taught a lesson

Visual memories for emotional learning Video clips Posters Scrapbooks made by the students Drawings of their feelings about the content Editorial with pictures or cartoons Poetry with pictures created by students or “mental videos or pictures”

Means of Action Scrapbook Brochure Video Poster Collage Editorial Short Story Essay Comic Book

Bloom’s Taxonomy and the Visual Learner Knowledge Comprehension Application Analysis Synthesis Evaluation

Knowledge How would you describe…? How would you show…? Can you select…? Match the item…? Label the parts of…?

Comprehension Illustrate…? How would you show…? Classify the items…? Outline the chapter…? Using a Venn diagram, compare and contrast…

Application How would you organize…? How would you show your understanding of…? What facts would you select to show…? How would you apply what you learned in order to develop a…?

Analysis Show how ____ is related to ____. Identify the differences… How could you list the areas of …? Examine the reasons for ___ and categories their usefulness. Can you identify the different parts of…?

Synthesis Modify the current plan to include… Design a model that would… Create a better model of…. What could be done to maximize….? Compose a better ending to…

Evaluation What would you cite to defend the actions of…? How would you prioritize…? Why would you select…? What truths or fallacies can you show…? What information would you measure to justify…? Given the following data, what conclusion…?