How to use visual imagery

Read-Alouds based on ReadWriteThink, visualization, sketching will promote strategic reading and actual mathematical connection.

From the Art Junction web site: Suppose you wear a hat to make it look like an artist (76K PDF). How does it look like? How does it work? Imagine such a hat in your head. If you carefully draw the "art" hat, you can use the paper tray as base and colored construction paper to make that shape. It may be useful to draw a picture of a hat before you begin.

The San Francisco Symphony Kids' website offers online radio offering examples of dramas, excitement, tragedies, and music for victory. The choice of music provides a great opportunity to combine visualization and lighting. Simply select the radio button, listen to the child, imagine, just draw or write down what you can "see" in the music.

Second language learner, students with different reading ability, students with learning disabilities, and young learners

Pair the students for visualization or organize them into small groups. Use strategies like Think-Pair-Share to make it easier for students to develop mental images.

Gambrell, L., & Koskinen, P .; (2002). Strategy for deepening understanding of images C. Pressledge (ed.) At Block & M. Understanding of guidance: best practice based on research (pp. 305 - 318). New York: Guildford Press

National Institute of Child Health and Human Development. (2000). Report from the National Reading Group Teaching to Read for Children: Reading based on evidence Scientific literature evaluation and its influence on reading instruction (NIH Publication No. 00-4769). Washington DC: US ​​Government Printing Bureau

Analogy means in particular that the visual image is another basic form of psychological expression. Aristotle believes that when Aristotle believes that the image is the "main thinking medium", long-term research on visual images can be traced back more than 2000 years (Eysenck and Keane, 2000, p. 258). The study of images continues today. In this article we will focus on three important research sets to explain the characteristics of the image. In experiments conducted by Cooper and Shepard (1973), subjects were asked to determine whether the rendered graphic was a regular or mirror version compared to the standard version. The result of this experiment is that the more time the test number rotates from the standard number, the more time the subject will spend on final judgment. According to this experiment, the object psychologically rotates in the same way in both the real world and the physical world.

Images are useful for learning, and figurative aspects of language can arise from images. Psychological experiments use images in visual procedures such as scanning and rotation, and neurophysiological results confirm the close physical relationship between inference and spiritual image and perception. The image is not just a visual one, it also helps other sensory experiences such as hearing, tactile, olfactory, taste, pain, balance, nausea, satiety, emotions etc. A simple node and link connectionist network helps to understand the mental process, including parallel constraint satisfaction. These processes include vision, decision making, interpretation of choice, and decision making in language understanding. The connection model can simulate learning by including Hebbian learning and back propagation methods. The interpretation modes of the connectionist approach are as follows.

Visualization helps memory. Marking an image as learning content makes it easier to encode and search process as it makes learning more polyphonic. Many students who acquired the visualization function reported that they could reproduce their notes in their heads and even make it easier to test. One of my friends, he is an artist, I think his visualization is powerful enough that he can project them on white paper and track them. On the other hand, you need to define visualization and teach students skills. When students need to develop visualization functions, I found that the best way to teach visualization is to break it down into 10 different skill sets. They must learn how to visualize other senses such as color, size, shape, quantity, mood, perspective, background, direction, movement, and smell, tactile, taste. In order to support this process, students can ask about the following questions about visualization.