Visual learners

Visual learning style involves the use of seen or observed things, including pictures, diagrams, demonstrations, displays, handouts, films, flip-chart, etc.

If your students prefer the visual style, they prefer using images, pictures, colours, and maps to organize information and communicate with others. They prefer to visualize objects, plans and outcomes in their mind’s eye. They also have a good spatial sense, which makes for a good sense of direction. They can easily find their  way around using maps, and rarely get lost.

The whiteboard is a best friend because they love drawing, scribbling and doodling, especially with colours.

Common pursuits and phrases

Some pursuits that make the most use of the visual style are visual art, architecture, photography, video or film, design, planning (especially strategic), and navigation.

They may tend to use phrases like these:

  • Let’s look at it differently.
  • See how this works for you.
  • I can’t quite picture it.
  • Let’s draw a diagram or map.
  • I’d like to get a different perspective.
  • I never forget a face.

Learning and techniques

If you are or have visual learners in your class visual use images, pictures, colour and other visual media to help the learning process. Incorporate much imagery into visualizations.

They may find that visualization comes easily.

  • Use colour, layout, and spatial organization in associations, and use many ‘visual words’ in assertions. Examples include see, picture, perspective, visual, and map.
  • Use mind maps. Use color and pictures in place of text, wherever possible. If you don’t use the computer, make sure you have at least four different color pens.
  • Systems diagrams can help visualize the links between parts of a system, for example major engine parts or the principle of sailing in equilibrium. Replace words with pictures, and use colour to highlight major and minor links.
  • The visual journey or story technique helps them memorise content that isn’t easy to ‘see.’ The visual story approach for memorising procedures is a good example of this.

Visual learners are good at:

  • Giving presentations
  • Seeing in 3D
  • Designing spaces
  • Seeing the big picture
  • Watching and copying
  • Using maps
  • Estimating distances

Hope this helps!

Year 8 – Creative writing – The granny project Example lesson plan

This lesson plan is for lower ability students.

A SCHOOL                        SCHOOL LOGO

 

Group Year 9 Set 3                                                             Date __20 May __________

 

 

Unit Of Work.  Creative Writing
Teaching Aim. 

 

To develop writing in preparation for GCSEObjective for board:

Understand and use brain blooming and mind mapping

To write a brief for a publisher

Learning Outcomes.  (Differentiate learning outcomes  into All pupils will, Most pupils will and Some pupils will). 

All pupils will attempt the tasks

Most pupils will develop a style of writing that is appropriate

Some pupils will  write accurately and with imagination

Lesson Content. 

Main Activity(ies)

 

 

 

 

 

Brain blooming/ storming – generate a list of ideas that could be an inspiration for a story – eg famous people, acts of heroism etc                                                                                                  10 Mins

Introduce mind mapping and its conceptual use.                5 mins

Use mind mapping to generate story ideas and plots        30 Mins

Discuss genres

Mind map descriptive words

Place

Feelings

Characters

Interaction

Create a brief for a publisher                                                10 mins

The brief should include: The target audience, brief outline of story, interesting points eg local history, factual content etc

 

Differentiation  Introduce scaffolding, differentiation by negotiation and outcome 
 Extension Work.

 

 Connectives for complex sentences

 

 Plenary

 

 Discuss and share ideas                                                         5 Mins
  Interactive whiteboard, examples of mind maps, colouring pencils
LSA (How do LSA’s contribute to the learning process). No present
Assessment (What strategies are you using to assess learning). GCSE criteria 
Key words  Mind mapping, audience, brief, publisher
Basic Skills.Literacy, numeracy ICT. W 7 Sn2, 5 Wr 5
  

Date Due

H/W  Research two different characters from two novels.  Write a description of them and their background. 1 A4 sheet minimumMonday the 24th of May