Visualization Using the Five Senses:

1
Architects of Student SuccessDesigning a
Blueprint for Student Success

• Visualization Using the Five Senses
• Transitioning from the Classroom to the Test

Texas School Improvement Conference

December 11-12,
2008 School Improvement Resource Center

Austin,
Texas
2
Objectives

• 1. Define visualization and describe important
  components
• of instruction
• 2. Discuss rationale for teaching visualizing in
  all areas of
• instruction
• 3. Investigate strategies to teach visualization
  using the five
• senses
• 4. Describe the benefits of visualizing using
  the five senses,
• depth, and motion
• 5. Focus on making connections to increase
  metacognitive
• awareness of visualization.

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Statement of the Problem

• Educators have a narrow definition of
  visualization that results in skills
• being taught exclusively in language arts
  classes.
• Students do not apply visualization skills to
  improve performance on
• standardized tests.
• Students do not make maximize the use of
  visualization to make strategic connections.
• Even teachers who understand the importance of
  visualization skills do not have pedagogical
  skills to teach visualization.

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Research

• Visualization is, the process of graphically or
  pictorially representing facts, directions,
  processes, data, organizational structures,
  places, chronologies, generalizations, theories,
  feelings, and attitudes. (Wileman, 1993)
• Visual imagery refers to the representation of
  the visual appearance of an object, such as its
  shape, color, or brightness, whereas spatial
  imagery refers to the representation of the
  spatial relationships between the parts of an
  object and the location of objects in space or
  their movement. (Van Garderen, 2003)
• Most scientists agree that visualization
  facilitates thought. Visualization has been the
  cornerstone of scientific progress throughout
  history. Virtually all comprehension in science,
  technology and even art calls on our ability to
  visualize. In fact, the ability to visualize is
  almost synonymous with understanding. (Clark,
  2001)

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Research

• Focusing on specific imagery types has provided
  new insight into the relationships between
  spatial ability, visualization, and mathematics
  problem-solving performance (Van Garderen, 2003).
• The use of visualization has often been cited as
  a powerful problem representation process for
  solving problems (Denis, 1991).
• Visual imagery has a role in establishing the
  meaning of a problem, channeling problem-solving
  approaches, and influencing cognitive
  constructions (Clements, 1998).
•  According to Perkins and Unger (1999) students
  must construct their own mental representations
  to constitute a clear understanding of concepts.

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TAKS

• Content Analysis
• Visualization
• Embedded or Explicit
• Grade Level Deconstruction
• Transition Activities

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See Something

• Description
• Describing visual stimuli or experiences using
  sensory information
• Procedures
• Be fully present with your senses during learning
  experiences
• Use words and mental pictures to represent
  sensory stimuli

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Graphic Organizers
Description Recording ideas on sense charts and
other graphic organizers to increase awareness
and retention of sensory experiences Procedures Se
lect graphic organizer Record sensory information
before, during, and after experience Discuss
responses, connections, and mental imagery
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Embedded Questions

• Description
• questioning throughout activities to guide
  thinking.
• Procedures
• Overt Questioning
• What did you see? (movement, shape, color, form,
  depth, context, etc.)
• Were there any fragrances associations? What did
  you smell?
• What did you hear?
• How did it taste?
• What did you feel? (texture, state, temperature,
  weight, mass, emotions, etc.)
• Covert Questioning Internalize questions to
  become
• What did I see? What did I smell? What did I
  hear? What did I taste? What did I feel?

10
Think-Alouds

• Description
• A teacher or other proficient learner verbalizes
  thought processes during an experience.
• Procedures
• Talk out loud about sensory associations during a
  learning experience
• Verbalize connections, reasoning, and emotions

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Conclusions

• Teachers can help students create multiple
  pathways to the brain and enhance connections
  through visualization using the five senses.
• All teachers, including content area teachers,
  must intentionally address visualization as part
  of all learning experiences. (Laird Fowler,
  2008).
• Four instructional approaches to teach
  visualization using the five senses include See
  Something, embedded questions, sense charts, and
  think-alouds.

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References

• Jones, S. (2004). Resource Room Learning about
  phrases to improve fluency and comprehension.
  Retrieved
• October 18, 2006 from http//www.resourceroom
  .net
• Joseph, N. (2006) Strategies for success
  Teaching metacognitive skills to adolescent
  learners.The New
• England Reading Association Journal, 42(1),
  33-39.
• Kuhn, M. R., Stahl, S. A. (2003). Fluency A
  review of developmental and remedial practices.
  Journal of
• Educational Psychology, 95, 3-21.
• McLaughlin, C.W., Thompson, M. (1999). Glencoe
  physical science. New York Glencoe/McGraw-Hill,
  p.224.
• National Reading Panel. (2000). Report of the
  National Reading Panel Teaching children to
  read. Bethesda, MD National
• Institute of Child Health and Human
  Development.
• Osborn, J., Lehr, F., Hiebert, E. (2003). A
  focus on fluency. (PREL Rep. No. ESO303).
  Honolulu, Pacific Resources for
• Education and Learning.
• Pasewark, W. R., Pasewark, D. (2002).
  Microsoft Office XP. United States Thomson
  Learning, p.115.
• Rasinski, T., Padak, N. D., (2005) Fluency
  beyond the primary grades Helping adolescent
  struggling readers. Voices
• from the Middle, 13, 34-41.
• Rasinski, T. V., Padak, N. D., McKeon, C. A.,
  Wilfong, J. A., Frieddauer, J. A., Heim, (2005)
  Is reading fluency a key for
• successful high school reading? Journal of
  Adolescent Adult Literacy, 49(1), 22-27.
• Roe, B., Stoodt-Hill, B., Burns, P. (2004).
  Secondary School Literacy Instruction The
  Content Areas. Boston
• Houghton Mifflin.
• Samuels, S. J. (1979). The method of repeated
  readings. The Reading Teacher, 32, 403-408.

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Presenter Information
Dr. Teri W. Fowler Technical Assistance
Provider Campus Administrator Mentor SIP Academy
Coach 903-223-3126 tfowler_at_tamut.edu
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Anticipation Guide

• What is visualization?
• _________________________________________________
  __________________________________________________
  __________________________________________________
  _________________________
• _________________________________________________
  _________
• 2. Why is visualization important to
  learning and performance in all content areas?
• _________________________________________________
  __________________________________________________
  __________________________________________________
  ______________________________________________
• _________________________________________________
  ________________
• How can instructors teach visualization to help
  students make effective connections for learning?
• _________________________________________________
  __________________________________________________
  __________________________________________________
  __________________________________________________
  __________________________________________________
  ___________

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Reaction Guide

• What is visualization?
• _________________________________________________
  __________________________________________________
  __________________________________________________
  _________________________
• _________________________________________________
  _________
• 2. Why is visualization important to
  learning and performance in all content areas?
• _________________________________________________
  __________________________________________________
  __________________________________________________
  ______________________________________________
• _________________________________________________
  ________________
• How can instructors teach visualization to help
  students make effective connections for learning?
• _________________________________________________
  __________________________________________________
  __________________________________________________
  __________________________________________________
  __________________________________________________
  ___________

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Application Guide

• How can you use read-alouds in your classroom?
• _________________________________________________
  __________________________________________________
  __________________________________________________
  _________________________
• _________________________________________________
  _________
• 2. How can you apply fluency phrases in
  your content area?
• _________________________________________________
  __________________________________________________
  __________________________________________________
  ______________________________________________
• _________________________________________________
  ________________
• How will you use metacognitive assessments with
  your students to enhance vocabulary learning?
• _________________________________________________
  __________________________________________________
  __________________________________________________
  __________________________________________________
  __________________________________________________
  ___________