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Eye to Eye: Eye to Eye: Connecting with Connecting with Gifted Gifted Visual Spatial Visual Spatial Learners Learners Rebecca L. Mann Rebecca L. Mann [email protected] web.ics.purdue.edu/~rlmann web.ics.purdue.edu/~rlmann

Eye to Eye: Connecting with Gifted Visual Spatial Learners Rebecca L. Mann [email protected] web.ics.purdue.edu/~rlmann

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Page 1: Eye to Eye: Connecting with Gifted Visual Spatial Learners Rebecca L. Mann rlmann@purdue.edu web.ics.purdue.edu/~rlmann

Eye to Eye: Eye to Eye: Connecting with Connecting with

Gifted Gifted Visual Spatial Visual Spatial

LearnersLearners

Eye to Eye: Eye to Eye: Connecting with Connecting with

Gifted Gifted Visual Spatial Visual Spatial

LearnersLearnersRebecca L. MannRebecca L. Mann

[email protected]/~rlmannweb.ics.purdue.edu/~rlmann

Page 2: Eye to Eye: Connecting with Gifted Visual Spatial Learners Rebecca L. Mann rlmann@purdue.edu web.ics.purdue.edu/~rlmann

Strengths of individuals with spatial reasoning gifts

Strengths of individuals with spatial reasoning gifts

Page 3: Eye to Eye: Connecting with Gifted Visual Spatial Learners Rebecca L. Mann rlmann@purdue.edu web.ics.purdue.edu/~rlmann

Visual Spatial Learners are adept at:

Puzzles and Mazes

Block Counting - 3D arrays with hidden blocks

Visual Transformations

Envisioning a folded & cut piece of paper when open

Spelling words as well backwards as forwards

Getting around in unfamiliar territory

Reading charts, maps, diagrams

Picturing objects from different angles

Recalling series of numbers/letters they have seen

Numerical relations and mathematical reasoning

g n i z a m ag n i z a m a

Page 4: Eye to Eye: Connecting with Gifted Visual Spatial Learners Rebecca L. Mann rlmann@purdue.edu web.ics.purdue.edu/~rlmann

Strengths of Visual Spatial LearnersStrengths of Visual Spatial LearnersStrengths of Visual Spatial LearnersStrengths of Visual Spatial Learners

Visual Spatial Learners

are adept at:

Pulling

everything

apart…

Visual Spatial Learners enjoy:

Blocks and Boxes

Construx and Legos

Computers

Daydreaming

Gears and Tinker Toys

Movies

Page 5: Eye to Eye: Connecting with Gifted Visual Spatial Learners Rebecca L. Mann rlmann@purdue.edu web.ics.purdue.edu/~rlmann

Sequential Spatial

Profoundly influenced by time Preoccupied with space

Western thought boyboy Eastern thought

Rapid processor Slow processor

Step by step Whole to part

Learn by trial and error Learns concept all at once

Phonics Sight words

Left Brain Right Brain

Page 6: Eye to Eye: Connecting with Gifted Visual Spatial Learners Rebecca L. Mann rlmann@purdue.edu web.ics.purdue.edu/~rlmann

The report card of a highly visual spatial learnerThe report card of a highly visual spatial learner

ConceptsConcepts

ComputationComputation

The report card of a highly visual spatial learnerThe report card of a highly visual spatial learner

ConceptsConcepts

ComputationComputation

Page 7: Eye to Eye: Connecting with Gifted Visual Spatial Learners Rebecca L. Mann rlmann@purdue.edu web.ics.purdue.edu/~rlmann

Sequential SpatialGood organization Organizationally impaired

Progresses from easy Gets difficult concepts,

to difficult struggles with easy

Needs repetition Learning sticks

Orderly progression Intuitive grasp

Early Bloomer Late Bloomer

Does well with Algebra Does well with Geometry

Academic talent Technology/Creative talent

Page 8: Eye to Eye: Connecting with Gifted Visual Spatial Learners Rebecca L. Mann rlmann@purdue.edu web.ics.purdue.edu/~rlmann

Traits ofTraits ofVisual Visual Spatial Spatial LearnersLearners

Traits ofTraits ofVisual Visual Spatial Spatial LearnersLearners

Page 9: Eye to Eye: Connecting with Gifted Visual Spatial Learners Rebecca L. Mann rlmann@purdue.edu web.ics.purdue.edu/~rlmann

Learning Traits of Visual Spatial Learners

Visual Spatial Learners are:

Holistic Learners who:

Perceive relationships between the parts and the whole

Don’t understand if learning is doled out in small chunks

Can’t grasp isolated facts until the big picture is in view

Have difficulty attending to details

Visual Spatial Learners are:

Holistic Learners who:

Perceive relationships between the parts and the whole

Don’t understand if learning is doled out in small chunks

Can’t grasp isolated facts until the big picture is in view

Have difficulty attending to details

Page 10: Eye to Eye: Connecting with Gifted Visual Spatial Learners Rebecca L. Mann rlmann@purdue.edu web.ics.purdue.edu/~rlmann

As Learners, Spatial Learners are:As Learners, Spatial Learners are:As Learners, Spatial Learners are:As Learners, Spatial Learners are:

“Aha” Processors who:

Understand all or nothing

Often cannot explain the steps of their thinking

Detest routine, repetitive tasks and do not learn by rote memorization

Once the “Aha” occurs, learning is relatively permanent

“Aha” Processors who:

Understand all or nothing

Often cannot explain the steps of their thinking

Detest routine, repetitive tasks and do not learn by rote memorization

Once the “Aha” occurs, learning is relatively permanent

Page 11: Eye to Eye: Connecting with Gifted Visual Spatial Learners Rebecca L. Mann rlmann@purdue.edu web.ics.purdue.edu/~rlmann

Spatial Learners are CREATIVE, they:Spatial Learners are CREATIVE, they: Spatial Learners are CREATIVE, they:Spatial Learners are CREATIVE, they:

Arrive at surprising conclusions

Have amazing imaginations and

often have imaginary playmates

Make up rich stories but can’t

always write them down

May do great drawings and be elaborate doodlers but have awful handwriting

Arrive at surprising conclusions

Have amazing imaginations and

often have imaginary playmates

Make up rich stories but can’t

always write them down

May do great drawings and be elaborate doodlers but have awful handwriting

Page 12: Eye to Eye: Connecting with Gifted Visual Spatial Learners Rebecca L. Mann rlmann@purdue.edu web.ics.purdue.edu/~rlmann

As Thinkers, Spatial Learners are:As Thinkers, Spatial Learners are:As Thinkers, Spatial Learners are:As Thinkers, Spatial Learners are:

Reflective:Reflective:

They need extra thinking They need extra thinking

time therefore, they cantime therefore, they can

appear to be lazy or toappear to be lazy or to

be daydreaming.be daydreaming.

Reflective:Reflective:

They need extra thinking They need extra thinking

time therefore, they cantime therefore, they can

appear to be lazy or toappear to be lazy or to

be daydreaming.be daydreaming.

Page 13: Eye to Eye: Connecting with Gifted Visual Spatial Learners Rebecca L. Mann rlmann@purdue.edu web.ics.purdue.edu/~rlmann

Visual Spatial Learners are perceived as:Visual Spatial Learners are perceived as:

Unwilling to fit into time schedules or routines

Careless - Regularly forgetting homework and when they do it their handwriting may be illegible

Reluctant to take risks

Unwilling to fit into time schedules or routines

Careless - Regularly forgetting homework and when they do it their handwriting may be illegible

Reluctant to take risks

Page 14: Eye to Eye: Connecting with Gifted Visual Spatial Learners Rebecca L. Mann rlmann@purdue.edu web.ics.purdue.edu/~rlmann

Visual Spatial Learners are:

Highly sensitive & hypersensitive to their environment such as:

Clothing - “the sweatpants kids”

Noise -They have poor listening skills but keen hearing,

may get more information than they can sift out

Emotions - They are good at reading people and can sense a

teacher’s anxieties and ambivalence

Page 15: Eye to Eye: Connecting with Gifted Visual Spatial Learners Rebecca L. Mann rlmann@purdue.edu web.ics.purdue.edu/~rlmann

Whyshould wecare about these children???

Page 16: Eye to Eye: Connecting with Gifted Visual Spatial Learners Rebecca L. Mann rlmann@purdue.edu web.ics.purdue.edu/~rlmann

Here’s the ProblemHere’s the Problem

• Emphasis on verbal skills in schools

• Traditional assessment measures (SAT, GRE) do not assess spatial ability (Gohm, Humphreys, and Yao)

• Undergraduates in 2000 – 5.6% majoring in engineering and 0.8% in mathematics

• Doctorates earned in 2001 in the U.S. by non-citizens

– mathematics = 43%– engineering = 51% (NFS)

Page 17: Eye to Eye: Connecting with Gifted Visual Spatial Learners Rebecca L. Mann rlmann@purdue.edu web.ics.purdue.edu/~rlmann

and…and…

• Individuals gifted in spatial ability undereducated and underemployed (Gohm, 1998)

• Increasingly technological world needs ability to comprehend complex relationships and problem solvers with unique strategies (Shea, Lubinski, Benbow, 2001)

• Selecting top 3% based on verbal or mathematical ability results in loss of more than half of students representing top 1% of spatial ability (Shea, Lubinski, & Benbow)

Page 18: Eye to Eye: Connecting with Gifted Visual Spatial Learners Rebecca L. Mann rlmann@purdue.edu web.ics.purdue.edu/~rlmann

Einstein

da Vinci

Edison

Picasso

Page 19: Eye to Eye: Connecting with Gifted Visual Spatial Learners Rebecca L. Mann rlmann@purdue.edu web.ics.purdue.edu/~rlmann

General General Strategies for Strategies for Teaching Spatial Teaching Spatial LearnersLearners

General General Strategies for Strategies for Teaching Spatial Teaching Spatial LearnersLearners

Page 20: Eye to Eye: Connecting with Gifted Visual Spatial Learners Rebecca L. Mann rlmann@purdue.edu web.ics.purdue.edu/~rlmann

The Whole PictureThe Whole PictureExplain major concepts so child Explain major concepts so child

understands instructional goalunderstands instructional goal

Allow opportunities for inductive Allow opportunities for inductive learninglearning

Provide real life scenarios - service Provide real life scenarios - service oriented projects are goodoriented projects are good

Discovery Learning-tell child the goal Discovery Learning-tell child the goal of the instruction and let him figure of the instruction and let him figure out a way to get thereout a way to get there

Use a multidisciplinary emphasisUse a multidisciplinary emphasis

The Whole PictureThe Whole PictureExplain major concepts so child Explain major concepts so child

understands instructional goalunderstands instructional goal

Allow opportunities for inductive Allow opportunities for inductive learninglearning

Provide real life scenarios - service Provide real life scenarios - service oriented projects are goodoriented projects are good

Discovery Learning-tell child the goal Discovery Learning-tell child the goal of the instruction and let him figure of the instruction and let him figure out a way to get thereout a way to get there

Use a multidisciplinary emphasisUse a multidisciplinary emphasis

Page 21: Eye to Eye: Connecting with Gifted Visual Spatial Learners Rebecca L. Mann rlmann@purdue.edu web.ics.purdue.edu/~rlmann

Hands On - Minds On

Provide manipulatives and create hands on activities

Encourage the student to make models

Page 22: Eye to Eye: Connecting with Gifted Visual Spatial Learners Rebecca L. Mann rlmann@purdue.edu web.ics.purdue.edu/~rlmann

Visualize

Show everything - use overhead or white board, color is better than chalkboard

Encourage the child to visualize lists, patterns, situations

Ask the child if he can make a picture of what the topic represents

Ask yourself, “How would I teach this concept to a deaf child?”

Page 23: Eye to Eye: Connecting with Gifted Visual Spatial Learners Rebecca L. Mann rlmann@purdue.edu web.ics.purdue.edu/~rlmann

Visualize words - spell them both forwards and backwards

Visualize concept- how the system works

Visualize words - spell them both forwards and backwards

Visualize concept- how the system works

NLP: Neuro-Linguistic NLP: Neuro-Linguistic ProgrammingProgramming

NLP: Neuro-Linguistic NLP: Neuro-Linguistic ProgrammingProgramming

Page 24: Eye to Eye: Connecting with Gifted Visual Spatial Learners Rebecca L. Mann rlmann@purdue.edu web.ics.purdue.edu/~rlmann

TechnologyTechnology

Encourage the use of computers for learning Encourage the use of computers for learning and allow the child to keyboard; teach and allow the child to keyboard; teach keyboarding earlykeyboarding early

Venn DiagramsVenn Diagrams

Multiples of 5Multiples of 5 Multiples of 3Multiples of 3

4040 99

1010 15 15 1212

2525 30 30 1818

Multiples of 5Multiples of 5 Multiples of 3Multiples of 3

4040 99

1010 15 15 1212

2525 30 30 1818

Page 25: Eye to Eye: Connecting with Gifted Visual Spatial Learners Rebecca L. Mann rlmann@purdue.edu web.ics.purdue.edu/~rlmann

Increase the DifficultyIncrease the DifficultyIncrease the DifficultyIncrease the Difficulty

Do not force the student to succeedat easier materialbefore trying the difficult work.

Emphasize mastery ofhigher level conceptsinstead ofperfection ofsimpler concepts.

Page 26: Eye to Eye: Connecting with Gifted Visual Spatial Learners Rebecca L. Mann rlmann@purdue.edu web.ics.purdue.edu/~rlmann

CCoolloorr!!Have the child use highlighters to highlight directions or key concepts.

Color coordinate everything that has to do with one subjecti.e. purple math book cover, purple notebook, purple portfolio, etc.

Use overheads or white board with a variety of color; categorize by color.

Have the visual spatial child create his own flashcards in color.

Copy worksheets and study guides on colored paper, it is easier to keep organized and easier on the eyes.

Page 27: Eye to Eye: Connecting with Gifted Visual Spatial Learners Rebecca L. Mann rlmann@purdue.edu web.ics.purdue.edu/~rlmann

Strategies for LecturesStrategies for LecturesStrategies for LecturesStrategies for Lectures

Pause to allow words to register Allow student to tape record lectures

Encourage child to take notes in pictorial format

Encourage student to take notes in the 1/3 - 2/3’s format

Emphasize concepts not details i.e. dates

Distribute handouts - don’t expect these students to take dictation

Pause to allow words to register Allow student to tape record lectures

Encourage child to take notes in pictorial format

Encourage student to take notes in the 1/3 - 2/3’s format

Emphasize concepts not details i.e. dates

Distribute handouts - don’t expect these students to take dictation

Page 28: Eye to Eye: Connecting with Gifted Visual Spatial Learners Rebecca L. Mann rlmann@purdue.edu web.ics.purdue.edu/~rlmann

Strategies for Teaching Spatial Learners in Specific Content Areas

Strategies for Teaching Spatial Learners in Specific Content Areas

Page 29: Eye to Eye: Connecting with Gifted Visual Spatial Learners Rebecca L. Mann rlmann@purdue.edu web.ics.purdue.edu/~rlmann

Strategies – Foreign Strategies – Foreign LanguageLanguage

Strategies – Foreign Strategies – Foreign LanguageLanguage

Classroom instruction may be difficult Total immersion in a language is much

more effective

Page 30: Eye to Eye: Connecting with Gifted Visual Spatial Learners Rebecca L. Mann rlmann@purdue.edu web.ics.purdue.edu/~rlmann

Better yet –

American Sign

Language!

Page 31: Eye to Eye: Connecting with Gifted Visual Spatial Learners Rebecca L. Mann rlmann@purdue.edu web.ics.purdue.edu/~rlmann

Spelling

Draw configurations for wordson graph paper dog

Write each word on a card in color, trace over in multiple colors

projectprojectprojectproject

Page 32: Eye to Eye: Connecting with Gifted Visual Spatial Learners Rebecca L. Mann rlmann@purdue.edu web.ics.purdue.edu/~rlmann

Strategies - WritingStrategies - WritingStrategies - WritingStrategies - Writing

Visual the entire sentence before writing it

Take them on an Imaginary Journey

Grade ideas (content) and mechanics separately

Use webbing and other graphic organizers to formulate ideas(www.inspiration.com)

Allow them to dictate or tape record written work

Editing can be difficult

Many have difficulty with handwriting

Some are continually improving their work therefore, it is never done

- it can always be better- can’t recopy anything without changing it

Page 33: Eye to Eye: Connecting with Gifted Visual Spatial Learners Rebecca L. Mann rlmann@purdue.edu web.ics.purdue.edu/~rlmann

Visual Spatial Learners are:

Readers who:

Have better reading comprehension than decoding skills

May never be good oral readers

Tend to skip over words but still get the thrust of the story

Prefer reading heavily illustrated material

Page 34: Eye to Eye: Connecting with Gifted Visual Spatial Learners Rebecca L. Mann rlmann@purdue.edu web.ics.purdue.edu/~rlmann

Strategies - ReadingStrategies - ReadingStrategies - ReadingStrategies - ReadingOral Reading - A visual spatial child may never be

a good oral reader

Get to the child before she makes a mistake so the word won’t imprint incorrectly

The student may tire easily and lose concentration

Decoding - Sight words, not phonics - can’t hear vowel sounds

Encourage use of Context Clues

Comprehension Good speed readers since they don’t read every word

Get content first then scan for details Study captions and graphics in texts

Read first and last sentence of each paragraph Skim material 4 times vs. reading slowly once

Junior Great Books is terrific program for these kids

Page 35: Eye to Eye: Connecting with Gifted Visual Spatial Learners Rebecca L. Mann rlmann@purdue.edu web.ics.purdue.edu/~rlmann

Mathematics

*Give chance to devise own method of problem solving

*Avoid drill and repetition - No timed tests

*Do five hardest problems on the page and go on if successful

*Multiplication table - Look for patterns in multiplication charts

5678 56=7x8 4x9=6x6

*Teach within the context of entire number system

*Division - give divisor, dividend & quotient then let child figure out the system

*Look for patterns within math

*Make it meaningful

*Flashcards with answers

*Geometry and Physics are spatial

Mathematics

*Give chance to devise own method of problem solving

*Avoid drill and repetition - No timed tests

*Do five hardest problems on the page and go on if successful

*Multiplication table - Look for patterns in multiplication charts

5678 56=7x8 4x9=6x6

*Teach within the context of entire number system

*Division - give divisor, dividend & quotient then let child figure out the system

*Look for patterns within math

*Make it meaningful

*Flashcards with answers

*Geometry and Physics are spatial

Page 36: Eye to Eye: Connecting with Gifted Visual Spatial Learners Rebecca L. Mann rlmann@purdue.edu web.ics.purdue.edu/~rlmann

Patterns in Multiplication

x 0 1 2 3 4 5 6 7 8 9 10

0 0 0 0 0 0 0 0 0 0 0 0

1 0 1 2 3 4 5 6 7 8 9 10

2 0 2 4 6 8 10 12 14 16 18 20

3 0 3 6 9 12 15 18 21 24 27 30

4 0 4 8 12 16 20 24 28 32 36 40

5 0 5 10 15 20 25 30 35 40 45 50

6 0 6 12 18 24 30 36 42 48 54 60

7 0 7 14 21 28 35 42 49 56 63 70

8 0 8 16 24 32 40 48 56 64 72 80

9 0 9 18 27 36 45 54 63 72 81 9010 0 10 20 30 40 50 60 70 80 90 100

Page 37: Eye to Eye: Connecting with Gifted Visual Spatial Learners Rebecca L. Mann rlmann@purdue.edu web.ics.purdue.edu/~rlmann

Strategies – Organizational SkillsStrategies – Organizational SkillsStrategies – Organizational SkillsStrategies – Organizational Skills

Color code calendars, assignments, books and supplies

Use an hourglass to visualize the passage of time

Make sure they have watches that are reliable

Teach them to “take a picture” of assignments as they are given

Help them learn to look up to their recall side to remember what it is they need to do

Teach them how to create priority lists and schedules - they may not like it but it is an essential survival skill!

A quote from a highly Visual Spatial college student, “Be involved in so many activities that your life is scheduled for you!”

Color code calendars, assignments, books and supplies

Use an hourglass to visualize the passage of time

Make sure they have watches that are reliable

Teach them to “take a picture” of assignments as they are given

Help them learn to look up to their recall side to remember what it is they need to do

Teach them how to create priority lists and schedules - they may not like it but it is an essential survival skill!

A quote from a highly Visual Spatial college student, “Be involved in so many activities that your life is scheduled for you!”

Page 38: Eye to Eye: Connecting with Gifted Visual Spatial Learners Rebecca L. Mann rlmann@purdue.edu web.ics.purdue.edu/~rlmann

Teacher-Student InteractionTeacher-Student InteractionTeach the child to become a spy and notice what is going on in the classroom

- take clues from classmates

Don’t spy on just any student, some are better choices than others!

Institute a moment of silence at the end of class so students can visualize what they will need for homework

- this works well for all children in the class

- have them take a few deep breaths and relax then picture what happened during the day and

what they will need to take home

Page 39: Eye to Eye: Connecting with Gifted Visual Spatial Learners Rebecca L. Mann rlmann@purdue.edu web.ics.purdue.edu/~rlmann

Reduce unpredictable noise - music works well as it is predictable

Walkman ground rulesmust be working continuallymust be appropriate musicmust be quiet enough so no one else can

hear itmust not start singing

Use wait time Allow time for the child to translate the spoken word to images

It may take a visual spatial child longer to begin to answer the question than it took you to ask it.

Page 40: Eye to Eye: Connecting with Gifted Visual Spatial Learners Rebecca L. Mann rlmann@purdue.edu web.ics.purdue.edu/~rlmann
Page 41: Eye to Eye: Connecting with Gifted Visual Spatial Learners Rebecca L. Mann rlmann@purdue.edu web.ics.purdue.edu/~rlmann

Let the child completely finish answering the question even if she appears off target as she may eventually get there.

A visual spatial child may start answering a question and sound completely off target even though he knows the answer because words can get in the way of his thinking.

Discipline the visual spatial child in private and be nonjudgmental as any negative

messages will cause the child to shut down(www.loveandlogic.com)

Often these children appear aloof or arrogant when, in fact, they are really

highly sensitive

Page 42: Eye to Eye: Connecting with Gifted Visual Spatial Learners Rebecca L. Mann rlmann@purdue.edu web.ics.purdue.edu/~rlmann

And remember…And remember…

Encourage the child’s strengths, don’t dwell on his weaknesses. This can be difficult as their strengths are outside of the traditional educational system

Allow for their learning style but don’t allow them to use their learning style as an excuse.

And most of all…..Believe in these children, they

may well be the future Edisons and Einsteins

of the world.

Believe in these children, they may well be the future Edisons and Einsteins

of the world.