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 ProcessesSensory Immediate Working Long-Term

Time on task Milliseconds to second

Up to 30 seconds

Minutes, hours, days

Semipermanet to permanent

Process Inputting Information

Attending to information

Processing information

Storage of information

Brain Location Enters through brain stem; distributed to sensory association areas

Midbrain structures

Frontal lobes Throughout 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 TransferMemory System Strategy TransferProcedural Use body parts for

food pyramidPractice saying food pyramid without movement; encourage students to visualize movement

Episodic Museum field trip for art

Review and debrief trip after return; refer to trip location on assessment

Conditioned Response Song Question students about information in the song; refer to the song on the assessment

Emotional Celebration 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…?