Visual/Spatial Giftedness

1. Visual/Spatial Giftedness Lavetta Collins Victoria Bradley

2. Visual/Spatial Learners • These learners think in pictures; keen visual memory • Visualize their learning • School learning model does not match the visual/spatial learning style • Often misidentified and noted as average learners • Tends to share this learning trait with at least one parent • Thrives on complexity; high abstract reasoning ability • Different sense of humour • Day dreamer - rich fantasy life; creative, imaginative • Better at mathematical analysis than computation • Better at reading comprehension than decoding • Fascinated by computers, especially computer graphics (if male) • Avid television watcher • Loves music

3. Characteristics of the Visual/Spatial Gifted Learner • A large amount of scatter on the sub-test scores of a formal IQ assessment • A history of any allergies, food intolerance, asthma, ear, nose and throat infections, tonsillitis, sinusitis • Inattentive and easily distracted • Poor short term memory/good long-term memory • Is very disorganized, has difficulty finishing tasks/school work • Likes complex ideas and tasks and does well on them yet often fails at simple things • Has a poor sense of time • Has extreme physical sensitivities (noise, light, feeling) • Does not maintain eye contact, often seems not to be listening • Has poor handwriting, difficulty keeping in the lines or grips the pen and presses very hard • Loves Lego, puzzles, jigsaws, computer games, television, making things • Likes art and/or music • Reads well silently but has difficulty with reading aloud • Has difficulty with spelling and/or times tables • Can remember the way somewhere after going there only once • Has a vivid imagination and/or disturbing dreams http://www.giftedservices.com.au/StartingPoints/VisualSpatial.html

4. General Accommodations Grouping Curriculum • Group with other gifted learners • Group with “high-flyers” • Do not group with lower level students when remediating • Thematic instruction • Encourage creative expression such as making transformations (use a common task/item in a different way) • Encourage independent study • Allow student to be in charge of their learning (learning centers) • Refrain from having students do more work (differentiate) and from drill and practice • Compact curriculum to focus on what is not already known

5. More General Accommodations Environment Classroom Management • Room that encourages creativity & discovery • Flexible seating • Extra curricular activities • Encourage risk taking • Provide a variety of reading materials • Allow for mobility in the room • Something to do when work is finished early • Allow choices in their learning • Help in goal setting and attainment Assessment • Evaluate individually • Pre-assess in order to adapt unit to fit to individual students

6. Misidentified because the typical gifted traits are not prevalent in the traits of the visual/spatial gifted learner • Poor auditory memory, does not remember three step instructions • difficulty memorising facts, poor at subject areas that require rote memorization (multiplication, phonics, spelling, etc.) • Often finds easy work difficult • Performs poorly or not at all on timed tests • Easily distracted and can appear inattentive in class • Disorganised, forgets details • Hates drill and repetition • “Forgets" written homework assignments • Submits short, sloppy work of poor quality • Handwriting laboured and difficult to read • Impulsive, tends to act first and think later

7. www.giftedservices.com.au/StartingPoints/VisualSpatial.html • www.grandviewlibrary.org/CurriculumAdaptations/General_Gifted.pdf • Lesley Sword Gifted & Creative Services Australia; (www.giftedservices.com.au) 20 Kestrel Court Vic 3201 Australia Resources