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Visual thinking, and literacy and language education

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Visual thinking, and literacy and language education

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    1. Visual thinking, and literacy and language education Pauline Moon LLU+, London South Bank University p.moon@lsbu.ac.uk www.lsbu.ac.uk/lluplus

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    3. Session overview 3

    4. 4 Aims explore what visual thinking is, drawing on research, and relate to your own experience of thinking discuss why literacy and language teachers, and teacher educators, might recognise the role of visual thinking in learning in a multimodal world consider whether your learning and teaching approaches support visual thinking consider strategies for creating a learning environment in which visual thinking can play a deep and significant role in the learning process.

    5. The experience of visual thinking: impact on learning “I can’t think clearly without seeing a picture. If I can’t mentally visualise a picture from the words that are being communicated to me, I will rarely understand those words properly. ... I used to feel very thick at school because the questions were simple, yet I struggled to verbalise a response” From West, O. (2007) In search of words. www.oliverwest.net 5

    6. Visual and verbal thinking Task Sort the cards into two groups: features of verbal and visual thinking

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    8. What is thinking? taking in generating ideas processing storing retrieving 8

    9. Cognitive (thinking) style N.B. cognitive style is different from perceptual preference 9

    10. Choose one of the following tasks and create a visual (15 mins): Newspaper article Your experience of learning across your life Interpreting a description, and your description of a place Reading theory

    11. Finding out about cognitive style This is valuable for the teacher & learner, especially if learning programme not supporting meaningful learning and progression To find out about cognitive style: e.g. Ross Cooper’s problem solving task on www.outsider.co-uk.com/ do a problem solving task reflect on cognitive style try and do a follow up problem solving task using the less preferred style draw conclusions 11

    12. The experience of visual thinking: what job do I do? I think three-dimensionally. I always start by getting the ‘big picture’ and then work out the detail and functionality afterwards. I like to create environments that optimise space and become good places to work. From: Dyslexia awareness in the workplace course, LLU+ at LSBU

    13. Richard Rogers architect Lloyds Building, London; co-architect, Pompidou Centre, Paris

    14. The experience of visual thinking: impact on learning “I can’t think clearly without seeing a picture. If I can’t mentally visualise a picture from the words that are being communicated to me, I will rarely understand those words properly. ... I used to feel very thick at school because the questions were simple, yet I struggled to verbalise a response” From West, O. (2007) In search of words. www.oliverwest.net 14

    15. The experience of visual thinking has been critical for the development of theory: Einstein’s thought experiments 15

    16. Einstein’s thought experiments “He ... imagined what would happen if his streetcar raced away from the clock tower at the speed of light. He quickly realized that the clock would appear stopped, since light could not catch up to the streetcar, but his own clock in the streetcar would beat normally.” http://www.pbs.org/wgbh/nova/einstein/kaku.html 16

    17. The experience of visual thinking “... that form of thought in which images are generated or recalled in the mind and are manipulated ... associated with other forms (as with a metaphor) ...” West, T. (1997) In the mind’s eye. Prometheus books

    18. Why should we take account of visual thinking? to ensure that learners don’t share Oliver West’s learning experience visual thinkers have to get their ideas into words and it may take time 18

    19. Why should we take account of visual thinking? “Any successful theory of pedagogy must be based on views about how the human mind works in society and in classrooms…” Kress (2000)

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    21. Strategies to support visual thinking

    22. 22 Message from research “Research and practitioners’ experience show that by connecting what people know and use outside the classroom to what they learn inside, it is possible to achieve a ‘closer fit’, making the learning both relevant and useful. Where people see the value in and connect with what they learn, they are more engaged and motivated.” (Practitioner guide: Responding to learners’ lives - Appleby and Barton, 2008)

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