1. Students need many abilities to succeed in school. It has been estimated that as much as 80% of the learning a child does is visual. Reading, using computers and watching videos are among the visual tasks students perform daily. A student's eyes are constantly in use in the classroom and at play. Students have preconceptions about how the world works before they come to the classroom. Research suggests learners start to make sense of the world at a very young age. Many research experiments show the persistence of preexisting understandings. Therefore, teaching has to integrate their preexisting knowledge in order to be effective.

2. metacognition Research on performance of experts and research on metacognition also suggests that learners can be taught to define their learning goals and monitor their learning progress. Metacognition refers to a level of thinking that involves active control over the process of thinking that is used in learning situations. Planning the way to approach a learning task, monitoring comprehension, and evaluating the progress towards the completion of a task: these are skills that are metacognitive in their nature. Maintaining motivation to see a task to completion metacognition has a critical role to play in successful learning Students who demonstrate a wide range of metacognitive skills perform better on exams and complete work more efficiently. They are self-regulated learners who modify learning strategies and skills based on their awareness of effectiveness. Individuals with a high level of metacognitive knowledge and skill identify and change "tools" or strategies to ensure goal attainment. The metacognologist is aware of their own strengths and weaknesses, the nature of the task at hand, and available "tools" or skills which assists in goal attainment.

3. METACOGNITION : Thinking skills observing labeling all count measure generalize make analogies compute paraphrase summarize explain evaluate contrast analyze synthesize sort compare classify sequence predict infer METACOGNITION awareness of your thinking making sense out of information Creative production Problem solving Scientific inquiry Critical thinking Decision making persistence controls impulsivity listens with empathy flexibility careful review questioning insightfulness curiosity past knowledge precise language using senses ingenuity originality wonderment risk taking examining ethical implications meaningful use of information behaviors exhibitedgathering and recalling information Strategies Evaluating Awareness of your thinking Traits Maintaining/monitoring skills to improve your thinking Skills Developing your thinking recall describe

4. Stages of visual development How we learn to see and thinking about what we observe visually… in order to learn

5. Finding the form 2-4 years of age Scribbling stage Learning to listen, speak and make sounds Control of muscles in hand, wrist and arm Collaboration of mind and body Scribbles float in space; wave of hand Gradually change to including circular movements, interspersed with lines

6. Identifying the form 4-5 years of Age Symbol stage Naming the objects Names: cat, dog, Mom Learning to count 1,2,3,… Conceptual understanding not visual observation Shapes float in space naming sports: Baseball is different than a football

7. Organizing the form 6-7 years of Age 2nd grade Sorting the shapes and symbols Lined up on baseline, no overlapping objects Adding and subtracting 1+1=2 Simple sentences. See spot run. Simplified symbols, no detail Learning the rules.. Baseball rules: 3 hits

8. Analyzing the relationships of the forms 8-10 years of Age, starts 4th-5th grade Special Perspective Classification if Spatial forms Sequencing forms into relationships Proportion, overlapping shapes, Comparing, contrasting, sorting and evaluation Shading and details Create and invent Problem solving in math Summarize and Synthesize Write stories that have meaning Reports and research Create art that has meaning or conveys ideas

9. Higher level thinking skills Making sense out of information Selecting and linking skills to make meaningful use of information Sorting details of Proportion, Analyzing overlapping shapes, Comparing angles and intersections of lines Contrasting values and shading Making analogies, metaphors to create meaning Classifying, sorting and summarizing objects and ideas explanation and evaluation, checking for understanding

10. Recording information Drawing from observation ( rather than memory) Good eye-hand coordination Drawing……..while Drawing…….. while looking

11. Contour drawing is drawing on your paper while looking at the object you are drawing Contour drawing pays attention to the shapes and outlines

12. Learning to draw from observation

13. Drawing after looking at the flower Drawing while looking at the flower Which way gives you more detail?

14. Learning to look and draw What you see teaches you: To use higher level thinking skills To record more information To see more details. To notice connections and angles To figure it out as you draw