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…?