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Visual Learner

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Submitted By norhananie
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VISUAL LEARNERS

65% of learners belong to this group. Visual learners prefer written information, diagrams and pictures. They prefer to take down notes during a presentation, They will even make their own notes even when they are given printed hand-outs. They are better at written communication. These learners have the ability to think in pictures as well as see and create images complete with shapes colours and size. They tend to remember faces but not names.

A LOOK AT VISUAL LEARNER

A typical visual learner uses visualization techniques to remember things. They often have a good sense of direction because they visualize maps and directions in their mind. Many prefer to read information in a textbook or on the whiteboard rather than listen to the teacher lecture. They also enjoy doodling and drawing. Visual learners typically use sight words in their everyday terminology. For example, they might say "Let's take a look at this." or "Let's look at this from a different perspective." They remember details including colours and spatial arrangements.

VISUAL LEARNER CHARACTERISTICS Visual learners are those who learn through seeing things. Look over the characteristics below to see if they sound familiar. 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 colours & fashion.
• Dreams in colour.
• Understands/likes charts.
• Is good with sign language.

LEARNING SUGGESTION FOR VISUAL LEARNER

• Draw a map of events in history or draw scientific process.
• Make outlines of everything!
• Copy what's on the board.
• Ask the teacher to diagram.
• Diagram sentences!
• Take notes, make lists.
• Watch videos.
• Colour code words, research notes.
• Outline reading.
• Use flashcards.
• Use highlighters, circle words, underline.
• Use comic method to study.

Learn through pictures is easier for visual learner

VISUAL LEARNER LEARN BEST WHEN:

When studying, visual/spatial learners should have as much as the big picture placed in front of them.

They should try to memorize this big picture, so that the image can be recalled when questions about details need to be answered. Instead of using outlines to study, visual/spatial learners should use concept maps. These maps visually outline and connect ideas, including the sequence of the ideas and the conclusion. Also, try to use visual aids, such as videos, projection presentations, drawings, and maps.

Technology is a great tool for visual/spatial learners. They can create their own programs and multimedia presentations as both study tools and final projects. Three-dimensional models can be made on a computer and studied for additional support. Also, it is easy to replay something that has been recorded over and over again for review.

In a classroom setting, there are tips to help the visual/spatial learner concentrate. For example, these learners can lessen distractions by sitting away from doors and windows. When taking notes, visual/spatial learners may want to draw graphs or other illustrations to help them learn new material.

When reviewing material, it may be helpful to create study sheets with blanks on them. These serve to help guide the learner to remember the correct answer.

When reading through source material, visual/spatial learners should highlight and underline key words and phrases.

They learn best when see pictures or diagrams

HOW VISUAL LEARNER LEARNING STYLE?

These learners need to see the teacher's body language and facial expression to fully understand the content of a lesson. They tend to prefer sitting at the front of the classroom to avoid visual obstructions (e.g. people's heads). They may think in pictures and learn best from visual displays including: diagrams, illustrated text books, overhead transparencies, videos, flipcharts and hand- outs. During a lecture or classroom discussion, visual learners often prefer to take detailed notes to absorb the information.

Comparisons between Visual and Verbal learner

|Visual |[pic] | Verbal |

.

VISION PERCEPTION SKILLS The vision skills we need to understand, analyze, and interpret what we see are called visual perception. Here are some fun games and puzzles that will help sharpen your perceptual skills. Visual Discrimination lets us see differences between objects that are similar. Good visual discrimination helps keep us from getting confused. For example, when we read, it's visual discrimination that let's us see the "was" and "saw" are different even though they have the same letters. Puzzle games that ask us to tell how two pictures are different are good ways to help develop visual discrimination.

Key Learning Methods for Visual Learners:

Visual learners learn best by seeing what they are being taught. Visual learners typically prefer images, maps, graphs, and other visual representations over other forms of instruction. They will find that if they include images, mind maps, lists, and other visual techniques in their notes then they will have a better chance of remembering key information.

Ways to Adapt Lessons for Visual Learners:

Including diagrams, mind maps, word webs, visuals, and other forms of graphic organizers will help visual learners get the most from your instruction. Teach this type of learners to use highlighters when going through their notes and to create flashcards when studying for tests and learning information. Try not to give only oral instructions before requiring students to complete an assignment. Further, stay away from lecture without accompanying notes and/or visuals.

Visual Memory is another important perceptual skill. It helps us recall what we've seen.

Can we name these animals? It is easier because we can see the pictures. It will become more complicated if we are given the characteristic of the animal and we need to match the characteristic given to any animals.

Minute Memory Game: You will see a picture for one minute. Look at it carefully and try to remember as many details as possible. After the minute is up, you'll be asked to tell as many things about the picture as you remember.

Figure Ground is the perceptual skill that let's us pick out details without getting confused by the background or surrounding images. This skill is especially helpful when we're presented with a lot of visual information at one time. The popular puzzle games called "hidden pictures" requires good figure ground skills. We've searched the internet and come up with some fun examples of hidden pictures.

Visual Closure is the ability to visualize a complete whole when given incomplete information or a partial picture. This skill helps us understand things quickly because our visual system doesn't have to process every detail to recognize what we're seeing. Where we're reading, this skill helps us recognize sight words. [pic] Visual Form Constancy is the ability to mentally turn and rotate objects in our minds and picture what they would look like. This skill helps us distinguish differences in size, shape, and orientation. Children with poor form-constancy may frequently reverse letters and numbers. Game like the following can help us get practice form constancy.

[pic] Good tracking skills allow us to follow a line of print without losing our place. It is our *oculomotor system that lets us accurately direct our eye movements. There are three main types of *oculomotor skills: fixation is the ability to maintain steady visual attention on a target; saccades are the ability to quickly and accurately make eye jumps from one target to another; and a pursuit is the ability to smoothly follow a moving target.

*The oculomotor nerve is the 3rd of 12 paired cranial nerves. It controls most of the eye's movement and constriction of the pupil, and maintains an open eyelid.

LEARN ENGLISH EASIER BY COMICS

Comic strips can be used from beginner level to advanced level for a variety of language and discussion activities.Comics are powerful teaching tools and can be easily understand. Comic strips can be used from beginner level to advanced level for a variety of language and discussion activities.

ACTIVITIES FOR USING COMIC STRIPS

Tell the story

• Cut up the pictures and get students to re order the story. Make this more difficult and challenging linguistically by giving separate frames to each student in a group and ask them to not show the pictures until they have arrived at an order through describing the pictures.

• Remove the last picture of a cartoon and ask students to think of an ending. Artistic students may like to draw the last frame. Vote for the best ending.

• Remove the sentences under each frame and either ask lower levels to match them to each frame or ask them to write the sentences that tell the story. Lower levels might need vocabulary prompts on the board.

[pic]

COMIC IS A FUN LEARNING TOOL

Making comics is fun for everyone, and Comic makes our learning easier. Technology not only changes how we write, but it also changes what writing is. Education will need to re-evaluate which writing skills teachers should pass to their students. Digital graphic writing is one genre students need to be fluent. There are a lot of topics or subject in our English lessons that can be converted through comic strip to make it easier to learn.

Example of a character in a Example of comic strip

Comic template

Examples of comic’s speech balloons

HOW TO REMEMBER SOMETHING USING COMIC?

KEY BENEFICS OF USING COMIC IN EDUCATION

THE TELL-TALE HEART STORY BY EDGAR ALLAN POE

TRUE! - NERVOUS - very, very dreadfully nervous I had been and am! but why will you say that I am mad? The disease had sharpened my senses -not destroyed - not dulled them. Above all was the sense of hearing acute. I heard all things in the heaven and in the earth. I heard many things in hell. How, then, am I mad? Hearken! and observe how healthily - how calmly I can tell you the whole story. It is impossible to tell how first the idea entered my brain; but once conceived, it haunted me day and night. Object there was none. Passion there was none. I loved the old man. He had never wronged me. He had never given me insult. For his gold I had no desire. I think it was his eye! Yes, it was this! One of his eyes resembled that of a vulture - a pale blue eye, with a film over it. Whenever it fell upon me, my blood ran cold; and so by degrees - very gradually - I made up my mind to take the life of the old man, and thus rid myself of the eye forever.

Now this is the point. You fancy me mad. Madmen know nothing. But you should have seen me. You should have seen how wisely I proceeded - with what caution - with what foresight - with what dissimulation I went to work!

I was never kinder to the old man than during the whole week before I killed him. And every night, about midnight, I turned the latch of his door and opened it - oh, so gently! And then, when I had made an opening sufficient for my head, I put in a dark lantern, all closed, closed, so that no light shone out, and then I thrust in my head. Oh, you would have laughed to see how cunningly I thrust it in! I moved it slowly - very, very slowly, so that I might not disturb the old man's sleep. It took me an hour to place my whole head within the opening so far that I could see him as he lay upon his bed. Ha! - would a madman have been so wise as this? And then, when my head was well in the room, I undid the lantern cautiously - oh, so cautiously - cautiously (for the hinges creaked) - I undid it just so much that a single thin ray fell upon the vulture eye. And this I did for seven long nights - every night just at midnight - but I found the eye always closed; and so it was impossible to do the work; for it was not the old man who vexed me, but his Evil Eye. And every morning, when the day broke, I went boldly into the chamber, and spoke courageously to him, calling him by name in a hearty tone, and inquiring how he had passed the night. So you see he would have been a very profound old man, indeed, to suspect that every night, just at twelve, I looked in upon him while he slept.

Upon the eighth night I was more than usually cautious in opening the door. A watch's minute hand moves more quickly than did mine. Never before that night had I felt the extent of my own powers - of my sagacity. I could scarcely contain my feelings of triumph. To think that there I was, opening the door, little by little, and he not even to dream of my secret deeds or thoughts. I fairly chuckled at the idea; and perhaps he heard me; for he moved on the bed suddenly, as if startled. Now you may think that I drew back - but no. His room was as black as pitch with the thick darkness (for the shutters were close fastened, through fear of robbers), and so I knew that he could not see the opening of the door, and I kept pushing it on steadily, steadily.

I had my head in, and was about to open the lantern, when my thumb slipped upon the tin fastening, and the old man sprang up in bed, crying out: "Who's there?"

I kept quite still and said nothing. For a whole hour I did not move a muscle, and in the meantime I did not hear him lie down. He was still sitting up in the bed listening; - just as I have done, night after night, hearkening to the death watches in the wall.

Presently I heard a slight groan, and I knew it was the groan of mortal terror. It was not a groan of pain or grief - oh no! - it was the low stifled sound that arises from the bottom of the soul when overcharged with awe. I knew the sound well. Many a night, just at midnight, when all the world slept, it has welled up from my own bosom, deepening, with its dreadful echo, the terrors that distracted me. I say I knew it well. I knew what the old man felt, and pitied him, although I chuckled at heart. I knew that he had been lying awake ever since the first slight noise, when he had turned in the bed. His fears had been ever since growing upon him. He had been trying to fancy them causeless, but could not. He had been saying to himself: "It is nothing but the wind in the chimney - it is only a mouse crossing the floor," or "it is merely a cricket which has made a single chirp." Yes, he had been trying to comfort himself with these suppositions; but he had found all in vain. All in vain; because Death, in approaching him, had stalked with his black shadow before him, and enveloped the victim. And it was the mournful influence of the unperceived shadow that caused him to feel - although he neither saw nor heard - to feel the presence of my head within the room.

When I had waited a long time, very patiently, without hearing him lie down, I resolved to open a little - a very, very little crevice in the lantern. So I opened it - you cannot imagine how stealthily, stealthily - until, at length, a single dim ray, like the thread of the spider, shot from out the crevice and full upon the vulture eye.

It was open - wide, wide open - and I grew furious as I gazed upon it. I saw it with perfect distinctness - all a dull blue, with a hideous veil over it that chilled the very marrow in my bones; but I could see nothing else of the old man's face or person: for I had directed the ray, as if by instinct, precisely upon the damned spot.

And now - have I not told you that what you mistake for madness is but over-acuteness of the senses? - now, I say, there came to my ears a low, dull, quick sound, such as a watch makes when enveloped in cotton. I knew that sound well too. It was the beating of the old man's heart. It increased my fury, as the beating of a drum stimulates the soldier into courage.

But even yet I refrained and kept still. I scarcely breathed. I held the lantern motionless. I tried how steadily I could maintain the ray upon the eye. Meantime the hellish tattoo of the heart increased. It grew quicker and quicker' and louder and louder every instant. The old man's terror must have been extreme! It grew louder, I say, louder every moment! - do you mark me well? I have told you that I am nervous: so I am. And now at the dead hour of night, amid the dreadful silence of that old house, so strange a noise as this excited me to uncontrollable terror. Yet, for some minutes longer I refrained and stood still. But the beating grew louder, louder! I thought the heart must burst. And now a new anxiety seized me - the sound would be heard by a neighbor! The old man's hour had come! With a loud yell, I threw open the lantern and leaped into the room. He shrieked once - once only. In an instant I dragged him to the floor, and pulled the heavy bed over him. I then smiled gaily, to find the deed so far done. But, for many minutes, the heart beat on with a muffled sound. This, however, did not vex me; it would not be heard through the wall. At length it ceased. The old man was dead. I removed the bed and examined the corpse. Yes, he was stone, stone dead. I placed my hand upon the heart and held it there many minutes. There was no pulsation. He was stone dead. His eye would trouble me no more.

If still you think me mad, you will think so no longer when I describe the wise precautions I took for the concealment of the body. The night waned, and I worked hastily, but in silence. First of all I dismembered the corpse. I cut off the head and the arms and the legs.

I then took up three planks from the flooring of the chamber, and deposited all between the scantlings. I then replaced the boards so cleverly, so cunningly, that no human eye - not even his - could have detected anything wrong. There was nothing to wash out - no stain of any kind - no blood-spot whatever. I had been too wary for that. A tub had caught all - ha! ha!

When I had made an end of these labors, it was four o'clock - still dark as midnight. As the bell sounded the hour, there came a knocking at the street door. I went down to open it with a light heart - for what had I now to fear? There entered three men, who introduced themselves, with perfect suavity, as officers of the police. A shriek had been heard by a neighbor during the night: suspicion of foul play had been aroused; information had been lodged at the police office, and they (the officers) had been deputed to search the premises.

I smiled - for what had I to fear? I bade the gentlemen welcome. The shriek, I said, was my own in a dream. The old man, I mentioned, was absent in the country. I took my visitors all over the house. I bade them search - search well. I led them, at length, to his chamber. I showed them his treasures, secure, undisturbed. In the enthusiasm of my confidence, I brought chairs into the room, and desired them here to rest from their fatigues, while I myself, in the wild audacity of my perfect triumph, placed my own seat upon the very spot beneath which reposed the corpse of the victim.

The officers were satisfied. My manner had convinced them. I was singularly at ease. They sat, and while I answered cheerily, they chatted familiar things. But, ere long, I felt myself getting pale and wished them gone. My head ached, and I fancied a ringing in my ears: but still they sat and still chatted. The ringing became more distinct: - it continued and became more distinct: I talked more freely to get rid of the feeling: but it continued and gained definiteness - until, at length, I found that the noise was not within my ears.

No doubt I now grew very pale, - but I talked more fluently, and with a heightened voice. Yet the sound increased - and what could I do? It was a low, dull, quick sound - much such a sound as a watch makes when enveloped in cotton. I gasped for breath - and yet the officers heard it not. I talked more quickly - more vehemently; but the noise steadily increased. Why would they not be gone? I paced the floor to and fro with heavy strides, as if excited to fury by the observation of the men - but the noise steadily increased. Oh, God; what could I do? I foamed - I raved - I swore! I swung the chair upon which I had been sitting, and grated it upon the boards, but the noise arose over all and continually increased. It grew louder - louder - louder! And still the men chatted pleasantly, and smiled. Was it possible they heard not? Almighty God! - no, no! They heard!- they suspected - they knew! - they were making a mockery of my horror! - this I thought, and this I think. But anything was better than this agony! Anything was more tolerable than this derision! I could bear those hypocritical smiles no longer! I felt that I must scream or die!- and now- again!- hark! louder! louder! louder!

"Villains!" I shrieked, "dissemble no more! I admit the deed! - tear up the planks! - here, here! - it is the beating of his hideous heart!"

USING COMIC AS A METHOD TO REMEMBER AND UNDERSTAND THE STORYLINE OF THE TELL-TALE HEART STORY

Short story is defined as a work of fiction that is usually written in prose, often in narrative format. It also learned by students especially TESL’s students in English subject. To remember the plot of short story correctly is not easy. So, we need to create a creative, interesting and fun way to learn it comfortably.

This short story is difficult to be remembered. To help everyone to understand this short story, we used comic style as a method to make it easier to be remembered and understand. This is because comic is really fun to read and easy to understand. The illustration will help everyone to be able to state the themes, plot, and characteristics of each character in this short story.

This story tell us about A nameless person explains that he is and was extremelynervous, but is not and was not insane. Rather, the narrator has a "disease" which makes all his senses, especially his hearing, very sensitive. To prove that he isn't insane, the narrator shares an event from his past.

THE SUMMARY OF THE STORY

The narrator has an idea that he can't shake. He loves the old man and has nothing against him. Except…his horrible eye, which is "pale blue […] with a film over it" (2). The narrator hates the eye and decides to kill the old man to be free of it.

To that end, the narrator goes to the old man's room every night at 12am, for seven days. Each night the narrator opens the man's door and puts in a lantern (the kind they don't make anymore, with panels that can be adjusted to release more or less light). After the lantern, the narrator puts his head through the doorway, extremely slowly, and then opens the lantern so a tiny beam of light shines on the old man's eye. Each night the old man doesn't open his eye, so the narrator feels that he can't kill him.

On the eighth night, the old man hears the narrator at the door and wakes up. The narrator hangs out there in the dark for a long time, then, with a scream, plunges into the totally dark room, opening the lantern, and shining light on the old man's eye. The narrator drags the old man, who has only screamed once, off the bed, and then pulls the bed on top of the man. When the narrator hears the man's heart stop beating, he removes the bed and checks to make sure the old man is really dead, which he is. So the narrator cuts him up and hides his remains under the floor.

Then three policemen come. A neighbor had heard a scream and called them. The narrator says he screamed while sleeping, and claims that the old man is out of town. After convincing the cops nothing bad is going down, the narrator brings them into the old man's bedroom, and they all sit down to chat. While they are all shooting the breeze, the narrator starts hearing a terrible ticking noise, which gets louder and louder until the narrator freaks out, confesses, and points the police to the old man's body, stating that the sound is coming from the old man's heart.

-----------------------
Visual learners prefer graphs, pictures, and diagrams. They look for visual representations of information.

Verbal learners prefer to hear or read information. They look for explanations with words

They look through the pictures or anything in front of them to learn about it

Picture will help them to memorise something…...

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... Discuss the role of pictures in the learning of speech or language skills among learners with a disability of your choice. What do you see as a limitation in the use of pictures in the learning of speech or language skills among learners in the classroom. Pictures and/or visual aid are and an important and commonly used method or technique used in the teaching of learners with communication disabilities especisally in the subgroup of speech and language skills. Most children with special educational needs tend to experiance difficulties and/or delays in the acquisition of these skills.One such group of learners with special educational needs affected are the individuals with Autism spectrum disorder. Autism is a pervasive developmental disorder which is characterized by impairments in communication and social interaction, and restricted, repetitive and stereotypic patterns of behaviour, interests, and activities (American Psychiatric Association (APA), 1994). It is a complex neurological disorder that affects the functioning of the brain. Often referred to as a spectrum disorder,meaning that the symptoms can be present in a variety of combinations, and can range from mild to severe, it usually affects multiple abilities while others remain in the norm (Bristol et al., 1996; Minshew, Sheeney, and Bauman, 1997) Expanding the communication skills of students with autism spectrum disorders is one of the greatest challenges for teachers and families. Most people are unaware......

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Supporting the Needs of All Learners

.... Supporting the Needs of All Learners Shiffon Hooper EDU697 Capstone: A Project Approach Dr. Margaret Broderick April 3, 2015 Support the Needs of All Learners With the advancement of technology in education it has provided more opportunity for learners of all backgrounds: students from diverse economic situations, students with special needs and students with different backgrounds. Gardner (1996) explains his eight theories of intelligences as the way we learn and adapt. We are all different and have different learning styles. Some are visual and others learn by doing. As humans we process information differently (Lever-Duffy & McDonald, 2011). Redesign EDU648 Lesson Technology helps us learn in a different way other than the traditional textbooks. Online lets us learn in a different way than the traditional brick and mortar schools. You will see my blog and see the changes made to the re-design paper with many new ways to learn through technology and how technology supports each learning styles. One size does not fit all anymore, we are a diverse world and have many different learning styles and our culture and environment reflects in our learning. Many children with learning disabilities may struggle with social situations and behavior problems. Challenges It was challenging to find the right lesson to re-design. Going back and reading each lesson took time and I was undecided what to choose. The original lesson was more about......

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...Reflection of the Visual Learner: Self-Assessment and Reflection Paper. Vivian Hamilton August 16, 2014 Professor: Jon Vernon Com/516 Personal Learning Style “Vision is the art of seeing the invisible” quoted by Johnathan Swift. I am a visual thinker. This learning style is personal to me because not only do I process given information visually I perceive everything as a visual learner. The ability to gain knowledge from information that is observed and not “read” in the conventional sense is defined as visual literacy (Wood, Stover, Pilonieta, & Taylor, 2012).A visual learner is defined as someone who views concepts, data, and other information through visual images or models. A visual learner has a very unique style of learning. My personal learning style is like the work of a painter. I am able to take words and create a mental image of those words just like a painter would construct a work of art. In the end I can visualize the information like a perfectly painted picture. Strengths of a Visual Learner A visual learner can be most beneficial in the classroom and can provide a plethora of ideas to contribute within a group of other learners. For example as a visual learner I prefer to work with a group of learners whose learning styles are different than mine. An auditory learner has the ability to talk through a problem or a concept while myself on the other hand can visualize or model how the final product will look. Another strength of a visual......

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...Comparative Study between Visual language learners and Auditory language learners of Grade 9 students of DYCI. Introduction This research helps us to know what is more effective to use in studying language between Visual and Auditory learning. We can define which is the best way in teaching the language. We will also define the different aspects between Visual and Auditory and how it use in the language class. In this research, we will also define which is more effective to use. In Visual learning, it is more on learning what they can see with their eyes while in Auditory learning, they can learn through listening. Background of the Study This study aims about the different strategies that we can use in a language class. In this research we will explain about the difference of Visual and auditory. We will also know the advantages and disadvantages of the two. Nowadays, we were implementing the K-12 program, We need different strategies in teaching so that the students can easily understand the lesson. Auditory learning is a learning style in which a person learns through listening. An auditory learner depends on hearing and speaking as a main way of learning. While in visual learning, is more on concepts, data and other information are associated with images and techniques. According to Ricki Linman’s Reading Instruction it was said that, Visual learning and Auditory learning are two different learning styles and they need different approaches when learning reading......

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