Visual+Learning

​Running Head: Visual Learning Style

Visual Learning Style Techniques Brittany Parsons Liberty University

Visual Learning is the most common learning style. It is one of the easiest learning styles to adapt to in teaching. A visual learner has certain characteristics, making it easy for the teacher to help their students. There are many techniques available for learning strategies of these students. There are certain things to replace or avoid when teaching. Two things to avoid would be "doing" rather than saying the action and text should also be avoided and visual aids should be the substitute. Technology has allotted for advancing in the techniques of teaching. A visual learner can greatly benefit from SMART technology.
 * Abstract**



**How do I know I am a visual learner?**

**Visual learners are those who learn through seeing things. A visual learner:**
· Is good at spelling but forgets names. · Needs quiet study time · Has to think awhile before understanding lecture · Is good at spelling · Likes colors & fashion · Dreams in color · Understands/likes charts · Is good with sign language

**Sound familiar?** if yes keep reading! **Characteristics of a visual learner** 
 * Visual Learners learn best by using their eyes to see information. In other words, they mentally picture what the teacher or speaker is saying. These pupils learn best by the use of pictures, diagrams, flow charts, time lines, films, and demonstrations** (Murase, 1995).

Visual learners focus on the big picture both the simple and complex systems. Overviews or summaries are their specialty, often at the expense of remembering details or constructing sequences.

Personal Presentation is a huge must. Their own attire is as important as what they notice about others.

They establish eye contact when speaking, though they can be distracted by their surroundings.

Background sounds can also disrupt their listening skills.

They often doodle during lectures, at meetings, etc.

Harsh lighting and temperature extreme makes them very uncomfortable.

Allow them to focus on the learning objectives for a class. This allows them to see the “Big Picture” and know what they have to accomplish in the class.
 * Learning Strategies **

They also need to meet with the teacher to understand the objectives for the classroom.

They should request advanced organizers or planners to get ahead.

A hands-on approach with manipulating forms or objects helps them grasp the concepts. Using visual clues or landmarks rather than (verbal) sequential steps is another technique.

As a teacher, seek to give the student more time for independent and open-ended studies.


 * Visual Elements to Teaching **
 * Look to add visual or spatial dimensions in your study!**

Some examples of this include:


 * Drawing a map of events in history or draw scientific process.
 * Make outlines of everything!
 * Copy what is on the board
 * Ask the teacher to diagram
 * Diagram sentences
 * Take notes, make lists
 * Watch videos
 * Color code words, research notes
 * Outline reading
 * Use flashcards
 * Use highlighters, circle words, and underlining

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<span style="font-family: 'Cambria','serif'; font-size: 12pt;"><span style="background-color: #404040; color: #ffffff; display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 130%; text-align: center;">**Tips for lectures**
 * Avoid text and use pictures to explain things such as in science with the heart, and the different chambers. **

TEXT VS. PICTURE

<span style="font-family: 'Cambria','serif'; font-size: 12pt;">Do rather than say. An example of this would be when riding a bike a description of what to do is less productive then actually performing the action.

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SAYING VS. DOING

<span style="background-color: #404040; color: #ffffff; display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 15.6pt; text-align: center;">Innovative Technology <span style="display: block; font-family: 'Cambria','serif'; font-size: 12pt; text-align: left;"> When you incorporate technology to help make lessons more interactive, visual and easier to understand for students of all learning styles and ability levels, scores on test and quizzes improve. <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Every student learns in a different way – some are captivated by visuals, some understand best by listening and others like to get hands-on. So how can you engage all students and help them retain information? <span style="font-family: 'Cambria','serif'; font-size: 12pt;"> With SMART Interactive Classroom PE, you can involve every student in a single lesson. Each of these products will help you reach your students – regardless of their learning style or ability.

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<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">The SMART Table is the first multitouch, multiuser interactive learning center that allows groups of early education students to work simultaneously on its surface. The table’s interface is so intuitive that even the youngest of students can get started without instructions. And you don’t have to worry about durability – the table can withstand the most enthusiastic jolts and bumps

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Teachers have to adapt to all the advances in technology. SMART tech has paved the way for new and exciting things to come for the future. Visual learners knowledge will increase along with the technology. <span style="background-color: #404040; color: #ffffff; display: block; font-size: 130%; text-align: left;">QUESTIONS: 1. Visual learners do better with text then pictures? T/F 2. Adding visual and spatial dimensions in your lecture would include all of the following except___. a) watching a video b) a diagram c) taking notes d)listening to an audio tape 3. What should be avoided in lectures? a) pictures b) text c) saying d) both a and c 4. What does a visual learner have to see in order to complete tasks? a) individual details b) a planner c) the Big Picture d) none of the above 5. Personal Presentation is not that important to a visual learner. T/F <span style="display: block; font-family: Tahoma,Geneva,sans-serif; text-align: left;">

REFERENCES: <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Dixon, J. P. (1983). The spatial child. Springfield, IL: Charles C. Thomas. <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Silverman, L.K., Chitwood, D.G., & Waters, J.L. (1986). Young gifted children: Can parents <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">identify giftedness? Topics in Early Childhood Special Education, 6(1), 23-28. <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Murase, HM. (1995). Visual learning and recognition of 3-d objects from appearance. 0920-5691, 14(1), 5. <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Olshanksky, B. (2008). The Power of pictures : creating pathways to literacy through art, grades k-6 / beth olshansky. San Francisco, CA: Jossey- Bass. <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Silverman, Linda. (1997). The Visual- spatial learner. <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Dixon, J. P. (1983). The spatial child. Springfield, IL: Charles C. Thomas. <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Silverman, L.K., Chitwood, D.G., & Waters, J.L. (1986). Young gifted children: Can parents <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">identify giftedness? Topics in Early Childhood Special Education, 6(1), 23-28. <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Burchers, S., Burchers, M., & Burchers, B. (1998). Vocabulary cartoons: Building an educated vocabulary with visual mnemonics. Punta Gorda, FL: New Monic Books. <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Silverman, Linda K. (2002). Upside-Down Brilliance: The Visual-Spatial Learner. Denver, CO: DeLeon Publishing. <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">West, T. G. (1997). In the mind’s eye: Visual thinkers, gifted people with dyslexia and other learning difficulties, computer images, and the ironies of creativity. (Updated ed.). Amherst, NY: Prometheus.