Teaching Methods that maximize use of visuals

1. Randall Leach and Steven A. Hill

2. Seeing comes before words.
The child read images, without
being taught.
Visual reading
is a near primal skill.

3. The teacher can
tell them ……
Or
 They can tell
us….
OR
 We CAN LEARN
TOGETHER

4. 
TEACHERS can tell the students what
they are seeing …..and students become
passive receivers of information.
 BORING….

5.  Students can “read” the art / image and tell
what they see.
 The teacher facilitates discussion, carefully.
 Result: LESS BORING….students are engaged
and they share differing points of view,AND
will understand details about the lesson at
hand

6. One way of doing
this…

7.  Allow viewers about a minute to OBSERVE
and LOOK at the image, quietly.

8. What’s going on here ?

9.  As students share
their observations
 Teacher should
point, repeat to
clarify, and
confirm the
student’s thoughts
aloud
 DO NOT JUDGE
The “TRUTH” of
their response….

11.  Ask students
to back up
their visual
THOUGHTS
with VISUAL
EVIDENCE …
reinforces the
writing
process

12.  Give Time to look
 What’s going on
here? (point,
repeat, clarify,
confirm)
 ask: What makes
you say that?
 What more can we
find?

13. A short introduction to
the VTS Method

14.  So when does the
teacher share his
or her knowledge
about the history
surrounding the
image ?
 THINKGLINK
is one way

18.  Click here  Click here

25.  Divide into logical zones
 Ask students to use words to
describe
Things they can see
The mood expressed in each zone
Provide a title for each zone
Provide a title for the Entire
painting