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VISUAL SPATIAL APPROACH

VISUAL SPATIAL APPROACH. July 6, 2010 - Math Alliance Project. Caveats for tonight. Students’ strengths and challenges are not “all or nothing” Students can be strong in multiple areas Right brain - left brain can be misleading Language is very critical for learning

steven-castaneda
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VISUAL SPATIAL APPROACH

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  1. VISUAL SPATIAL APPROACH July 6, 2010 - Math Alliance Project

  2. Caveats for tonight • Students’ strengths and challenges are not “all or nothing” • Students can be strong in multiple areas • Right brain - left brain can be misleading • Language is very critical for learning • Found to be much more important than visual spatial abilities in reading

  3. Please keep in mind • Think of how to support and use students’ strengths • Think of how we may overlook ways students approach tasks and “chalk it up” to something else • Think of how our instruction may be a mismatch to the student • Think of ways students approach tasks and difficulties they may have • Think of how we ask students to demonstrate their knowledge

  4. Please keep in mind • Think of the knowledge we want students to demonstrate • Woman quoted a lot in this article works with students who are gifted and have strengths in visual spatial areas

  5. Characteristics of students who have a strength in visual spatial learning(Adapted from Silverman, in Rapp, 2009) • Make use of visual images a lot • Think primarily in pictures – visualize situations • Relate better to space than time • Are whole concept learners • Have unique methods of organization • Learn best by seeing relationships and patterns • Learning complex concepts sometimes easier than simple ones

  6. Potential problems of students with visual spatial processing strengths • Takes time to process – may miss something • Difficulty showing work, especially if the problem is not meaningful • “I just know it” • May have difficulty recalling simple tasks • May have difficulty with writing • May have difficulty with computation • Limited attention to details

  7. TYLER’S JOURNEY • Please read page 7-9 Tyler’s Journey.

  8. Early childhood • Infant and toddle developmental milestones on time. • Counting stairs • “Infinity”

  9. Kindergarten • Color by number/ symmetrical • 1st and 2nd grade geometry

  10. 1st grade • Transition from discovery approach to numerals on paper, equations with precise symbols and worksheets. “ I jut nu it”.

  11. 5th grade • OHI ( executive functioning, anxiety and sensory integration). • Math Reasoning 90th percentile and Numerical Operations 27th percentile.

  12. Strategies • Provide as many different manipulatives as possible. • Incorporate physical movement/ art. • Play math games/computer games. • Allow output that does not involve writing. • Allow for extra processing time. • Give math problems real world application.

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