Introduction to Visualizing

1
Introduction to Visualizing
2
What is Visualizing?

• Visualizing text means forming mental pictures
  of the text you are reading.
• Skilled readers use visualization to imagine or
  picture the topic the author is discussing.

3
Three Things That Prevent Students from
Visualizing

• Some students may never have learned this
  strategy.
• Struggling readers may be too busy trying to
  decode text to form mental images.
• Students may lack background knowledge of the
  topics in the text.

4
How is Visualizing Important?

• Aids readers in processing information which
  supports comprehension of text.
• Makes reading text feel more real to readers.
• Encourages active reading and deep engagement
  with text.
• Helps readers take ownership of the text as they
  fill in details that the author does not spell
  out. This deepens their understanding.

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How Does Visualizing Help Students?

• Improves reading comprehension.
• Helps students more easily engage with,
  understand, and remember text.
• Turns reading into a more vivid, personal, and
  enjoyable experience for students.

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How Can I Prepare Students to Use This Practice?

• Provide clear explanations about what
  visualization is and how to use it.
• Model how to use visualization to read many kinds
  of online and print texts.
• Give students many opportunities to practice
  using visualization with different kinds of
  texts.

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Discussion Questions 1

• In what ways does visualizing support
  comprehension of literature and informational
  text?
• What factors contribute to a student's difficulty
  in visualizing?
• Do the Common Core State Standards address
  visualizing? Where specifically does this show
  up?

8
How Can I Support Students' Use of Visualization?
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Use of Evidence-Based Practices

• Provide Clear Explanations
• Give Students Strategies and Models
• Provide Opportunities for Practice

10
Differentiated Instruction

• Plan instruction that considers students'
  readiness, learning needs, and interests.
• Use a range of technology tools to
• engage learners at varying levels
• engage learners in multiple ways.
• offer students options for demonstrating
  understanding and mastery

11
Teacher-Dependent Ways to Differentiate

• By Content
• Different levels of reading or resource
  materials, reading buddies, small group
  instruction, curriculum compacting, multi-level
  computer programs and Web Quests, audio
  materials, etc.
• By Product
• Activity choice boards, tiered activities,
  multi-level learning center tasks, similar
  readiness groups, choice in group work, varied
  journal prompts, mixed readiness groups with
  targeted roles for students, etc.
• By Process
• Tiered products, students choose mode of
  presentation to demonstrate learning, independent
  study, varied rubrics, mentorships,
  interest-based investigations

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Student-Dependent Ways to Differentiate

• By Readiness
• Options in content, topic, or theme, options in
  the tools needed for production, options in
  methods for engagement
• By Profile
• Consideration of gender, culture, learning
  styles, strengths, and weaknesses
• By Interests
• Identification of background knowledge/gaps in
  learning, vary amount of direct instruction, and
  practice, pace of instruction, complexity of
  activities, and exploration of a topic

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Discussion Questions 2

• How do you explain and/or model visualizing to
  students?
• In what ways do you use varied materials to
  differentiate instruction when teaching students
  how to visualize?
• In what ways have you used technology to teach
  visualizing?

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Activities Before Reading

• Ask students to visualize what the setting,
  situation, and people might look like based on
  the topic of the text.

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Example 1

• We are about to read about the medieval time
  period. Before we do, lets write down what we
  know about this time. Id like you to include
  some visual images you might have of this time.
  Draw, doodle, or write whatever comes into your
  mind.
• Student examples may include drawings of knights,
  castles, or swords statements (no electricity!)
  or ideas.

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Activities During Reading

• Ask students to pause for a minute. Share your
  mental images, and ask them to talk about what
  they are picturing. Engage them in a discussion
  of the text.

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Example 2

• Most medieval homes were cold, damp, and dark.
  Sometimes it was warmer and lighter outside the
  home than within its walls. Im wondering what it
  must have felt like to live in this peasants
  home. We know he is poor. And, we know there is
  no electricity. How does he see inside? How do
  you think his home looks and feels? What do you
  think it might smell like? Have you ever been
  someplace that might have felt or looked like
  this? Can you describe it?

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Activities After Reading

• Ask students to choose one aspect of the reading
  and draw a picture of what they think it looks
  like. Tell them to look for descriptive words
  when they are trying to visualize and draw what
  the writer described.
• Provide students with online presentation
  software, comic creation or other media creation
  tools for their drawings.

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Example 3

• Pick one thing about medieval lifehealth, food,
  religion, homes, or town life. Make a sketch of
  what you think it looks like, based on what you
  just read. Look for words like damp, dark, or
  warm as you try to visualize what the writer is
  describing.

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Discussion Questions 3

• How does visualizing help students elicit prior
  knowledge before reading?
• What additional supports do you use if students
  are having difficulty visualizing?
• How do you assess student work?

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