Differences in Cognitive Processing
Cognitive processing is the different ways that people learn or process information within the brain. Research has shown that there are a lot of different ways that people can learn. Each person is a unique individual and learns in his or her own way. Some people have strengths in a way of learning that others really struggle with. "Teachers should focus on planning learning experiences that tap students' diverse strengths and afford them opportunities to approach learning from their strengths." (Jennings, Caldwell, & Lerner, 2014).
The visual summary is a strategy that will help the visual learners build comprehension.
The visual summary is a strategy that will help the visual learners build comprehension.
Visual Summary
The purpose of the visual summary is to create a visual representation of the text or lesson that summarizes what was learned. This can be done through an illustration, storyboard, PowerPoint, or other ideas students come up with. Mimi Miller and Nancy Veatch, authors of Literacy in Context, stated that "for example, designing magazine covers to summarize what has been read is motivating because it allows readers to use visual images to connect, synthesize, and understand the big picture of the text." A visual summary is different than a graphic organizer because it shows the important information through visualization. To scaffold students towards using this strategy independently, perform a draw aloud, much like a think aloud. Make sure when teaching this strategy, that the students understand the focus of the visual should be in the message that it conveys rather than the actual drawing itself. It is important to understand that this strategy, as well as the others on this website, can be used across disciplines.
Approximately 40% of learners are visual learners. This strategy would benefit them in a lot of different ways and prepare them for college and career. At times, college professors only teach lecture and by lecture, I mean they sit at the front of the classroom and talk. If students can independently use this strategy by the time they graduate and they need the visual aspect, they will do much better in the class than if someone did not know this strategy and needed the visual cues. Clarke, I. (2012).
Approximately 40% of learners are visual learners. This strategy would benefit them in a lot of different ways and prepare them for college and career. At times, college professors only teach lecture and by lecture, I mean they sit at the front of the classroom and talk. If students can independently use this strategy by the time they graduate and they need the visual aspect, they will do much better in the class than if someone did not know this strategy and needed the visual cues. Clarke, I. (2012).
You can use visual summaries to:
summarize a concept summarize a section of a text summarize an entire book summarize a social students lesson summarize an educational video clip summarize a class lecture illustrate simple picture books to explain physic concepts |
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Content Area Examples
The process of using visual summaries or visual note taking strategies are essentially the same in all content areas. The strategy should be modeled to the students so they have an idea of how to use it and why it is effective for some students, but there should be flexibility in the outcome. Students are going to use visuals differently and that is okay because each student learns differently. Some students may need a lot of little pictures for one topic, while others might draw one big scene that will help them with the certain topic. Below are some pictures of examples in different content areas.
References
Clarke, I. (2012). Teaching the Visual Learner: The Use of Visual Summaries in Marketing Education. SAGE journals. Retrieved October 12, 2014 from http://jmd.sagepub.com/content/28/3/218.abstract
Jennings, J., Caldwell, J., & Lerner, J. (2014). Reading problems assessment and teaching strategies. Boston, MA: Pearson Education, Inc.
Miller, M., & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional strategies to teach reading in content areas for students grades 5-12. Boston: Pearson.
UX Mastery. (2014, April 8). Visual Summary of Sunni Brown's "The Doodle Revolution" Retrieved October 12, 2015, from https://www.youtube.com/watch?v=S8sGNdGrL4o
Jennings, J., Caldwell, J., & Lerner, J. (2014). Reading problems assessment and teaching strategies. Boston, MA: Pearson Education, Inc.
Miller, M., & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional strategies to teach reading in content areas for students grades 5-12. Boston: Pearson.
UX Mastery. (2014, April 8). Visual Summary of Sunni Brown's "The Doodle Revolution" Retrieved October 12, 2015, from https://www.youtube.com/watch?v=S8sGNdGrL4o