Eye to Eye: Connecting with Gifted Visual Spatial Learners

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

2. Strengths of individuals with spatial reasoning gifts

3. 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 a

4. Strengths 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 None of my toys work because I took them all apart to see what makes them work.

5. Sequential Spatial Profoundly influenced by time Preoccupied with space Western thought boy 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

6. The report card of a highly visual spatial learner Concepts Computation

7. Sequential Spatial Good 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

8. Traits ofVisual Spatial Learners

9. 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

10. 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

11. 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

12. As Thinkers, Spatial Learners are: Reflective: They need extra thinking time therefore, they can appear to be lazy or to be daydreaming.

13. 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

14. 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

15. Whyshould wecare about these children???

16. Here’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)

17. 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)

18. Einstein da Vinci Edison Picasso

19. General Strategies for Teaching Spatial Learners

20. The Whole Picture Explain major concepts so child understands instructional goal Allow opportunities for inductive learning Provide real life scenarios - service oriented projects are good Discovery Learning-tell child the goal of the instruction and let him figure out a way to get there Use a multidisciplinary emphasis

21. Hands On - Minds On Provide manipulatives and create hands on activities Encourage the student to make models

22. 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?”

23. NLP: Neuro-Linguistic Programming Visualize words - spell them both forwards and backwards Visualize concept - how the system works

24. Technology Encourage the use of computers for learning and allow the child to keyboard; teach keyboarding early Venn Diagrams Multiples of 5 Multiples of 3 40 9 10 15 12 25 30 18

25. Increase the Difficulty Do not force the student to succeed at easier material before trying the difficult work. Emphasize mastery of higher level concepts instead of perfection of simpler concepts. How many times do I have to tell you… you’re not supposed to read ahead.

26. Color! Have the child use highlighters to highlight directions or key concepts. Color coordinate everything that has to do with one subject i.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.

27. Strategies 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

28. Strategies for Teaching Spatial Learners in Specific Content Areas

29. Strategies – Foreign Language Classroom instruction may be difficult Total immersion in a language is much more effective Japanese German French

30. Better yet – American Sign Language!

31. dog Spelling Draw configurations for words on graph paper Write each word on a card in color, trace over in multiple colors project

32. Strategies - 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

33. 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

34. Strategies - Reading Oral 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

35. 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

36. Patterns in Multiplication

37. Strategies – 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!”

38. Teacher-Student Interaction Teach 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

39. Reduce unpredictable noise - music works well as it is predictable Walkman ground rules must be working continually must be appropriate music must be quiet enough so no one else can hear it must 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.

41. 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

42. 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.