Demo
Using Visuals to Stimulate Learners: One strategy for helping students feel more comfortable with a given assignment
Demonstrator: Marsha Ellis, SI07 Fellow
June27, 2007
Target Audience:
All grade levels
All subjects
Introduction:
Even before the written word people have been communicating with pictures. “Pulitzer Prize-winning author Jon Franklin, for example, described writing as an image journey with a single image as the molecule in the writing universe” (Noden, 1999).
Teachers still use small pictures on various worksheets to organize and relate topics.
My idea came from the fact that I have an Associate Degree in Art as well as a Bachelor’s Degree in the Science of Education, and I wanted a way to incorporate both worlds into my classroom. I found that if a stimulant is supplied, questions are fewer and unique writing ensues. At the time the students study the The Diary of Anne Frank in reading, I have them write about the sisters. I use the visual “Power Point Presentation” to aid with the comparison of the sisters. When science and math classes are combined for two weeks, roller-coasters are built. Students then must calculate the slope of given ramps/hills. I have them reflect on the project including how they could have had better results. During one of our research projects, they use the Internet for mapping their hometown.
Whether supplied by the teacher or created by the students, visuals were a part of each of these assignments.
Rational/Justification:
When students are required to write a piece they always start with their hand in the air to proclaim, “I don’t know where to start.” When students are required to draw, they grab a pencil and start drawing. They may not like their first drawing so they erase, scribble-out, or just wade it up (which I never suggest). My theory is that if students would relate that way of working to writing, their confidence levels would grow thereby making their writing better. By giving the students something to relate to, a jumping off point, they are more relaxed and the pencils start moving freely. Katie Wood Ray, Anne Lamott, and Harry Noden all agree that just by looking, observing, using our visual perceptions- we can write (or communicate a correct answer).
Students can see success in the process by piecing the two areas together. They can use their own words to convey what the visual is “saying” to them. Assessments can be made during conferencing and discussion of the ideas that are conveyed. The purpose is two fold. One: Manage distractions, as Ray discusses in chapter 7 of her book. Two: Raise the confidence levels which in turn raises the writing abilities. Some may consider it as the “low stake writing improving the quality of students’ high stake writing” (Elbow, 1996). The students may be more comfortable in a math or science setting and can gain experience relating their strengths to the writing world. My hopes are to use this demonstration to enhance the awareness of my audience in the use of visuals to create a motor memory effect with their students. I will use one fine art example and one story board example to heighten that awareness.
A Narrative of the Demonstration:
Pointing out handouts from previous demonstrations, I will begin showing the different ways the feollows already use visuals in their classrooms. This will be followed by “Power Point” examples of different visuals, which are in fact paragraphs with words missing (Noden, 1999). This emphasizes the English, whole-class unit, but can be adapted to meet other curriculum needs (graphs, structures, outlines).
1. Show photos then fine art piece and allow two to three minutes to brainstorm through writing.
2. Share ideas whole-group.
3. Show the prompt, discuss relationship and allow two or three minutes for small group discussions/brainstorm.
4. Allow time to write then share.
This is to show that we are comfortable with the writing.
5. Give a prompt (something that the audience lacks/or has too much knowledge about, to show the anxiety felt by students who are not fully understanding and need guidance on where to start). Allow two to three minutes to discuss.
6. Discuss the use of story boards. Art collections, craft collections (newspaper, magazines, essays, words) and let the audience brainstorm additions as well as purpose behind the collection –found/prior knowledge.
7. Offer/discuss visuals to help the audience draw/brainstorm writing ideas.
Handouts will be available as audience deems necessary. This explores the issue of giving some choices to the writer (Wood Ray, 2001).
Description of Writing Experience:
Audience will participate in the brainstorming, discussions, and share time. Audience will take part in both writing exercises.
Visual stimulation is used on a daily basis in my classroom through posters. In depth visual stimulation (brochures, paragraphs with words missing, articles, and example writings) is an ongoing, week by week, exercise. Time is allowed in class for most writing, leaving homework for unfinished tasks or further research. Classes may work on a given prompt for two to five days, depending on necessity. Students are constantly conferencing either with me or with peers to make sure that points are clear. Students are required to color all final drawings and edit/peer-edit all final drafts, which is the next step.
Conclusion/Next Step:
The next step would be the drafting, revising and editing steps. This lesson can be adapted to any level or subject area, (Science -Draw before writing a research paper, brainstorm ideas about a diagram before using it to answer) (Math –Sketch what the word problem is asking you to do before answering it) (History –Draw the battle or conference to visualize how the events took place). Questions can range according to the extent and intent of the teacher. Students may also find information meaningful in real world situations. For example, storyboarding is a big Internet commodity. As stated by Wikipedia.org, “Storyboards are graphic organizers such as a series of illustrations or images displayed in sequence for the purpose of previsualizing a motion graphic or interactive media sequence, including website interactivity.” Our students must be comfortable with their writing skills. This method can help them visualize their own words and therefore be better prompt and real world writers. By exposing them to the techniques in the safety of our classrooms, we prepare them for the true next step – life.
Bibliography:
Elbow, Peter. “High Stakes and Low Stakes in Assigning and Responding to Writing.” New Direction for Teaching and Learning 69 (1997): 5-13.
Lamott, Anne. Bird by Bird. New York: Anchor Books, 1994
Noden, Harry R. Image Grammar. Portsmouth, NH: Heinenmann Publishing, 1999.
‘Storyboard.” Wikipedia. n.d. 25 June 2007 <http;//wikipedia.com>.
Wood Ray, Katie. The Writing Workshop, working through the hard parts (and they’re all hard parts). Urbana, Illinois: 2001
Writer’s Choice, Grammar and Composition, Fine Arts Transparencies, grade 8. Columbus, Ohio: McGraw/Hill, 1996.
Resources obtained from the following sites:
http:// www.colormountain.com
http:// www.pblmm.k12.ca.us/TechHelp/Storyboarding.html
