Dad: I'm not angry, I am disappointed.
Sam: Want to hear my side of it?
Dad: Sam, how can it be two pages?
Sam: See, I have all the questions right on the final and the only reason why Mr. Spangler had failed me because I did not write the solutions.
Dad: Why not?
Sam: I know in my head.
Dad: Did you tell him?
Sam: I know. He did not believe me. She said that if he can not do in his head, then IFraud.
Dad: Well, this is ridiculous! As he can not smarter than you to him?
Sam: This is what I said.
Dad: You did? How did he take?
Sam: I was rejected, remember?
The Day After Tomorrow, Twentieth Century Fox.
Your child's math problems respond thoroughly and with apparent ease, but rarely, if ever, see the steps? The child can correctly answer complex long division or algebraic equations, but not be able to tell you howThe answer was found?
Many students are visual-spatial thinkers. They think in pictures, not words. Have powerful right hemisphere, the source of much creativity, imagination, thinking and multidimensional visualization. visual-spatial learners are children who for a long time with such joy, such as construction, painting, drawing, dreaming, dancing, music, and let their creative imagination. Fighting for the time or inclination to find their dress clothesaway, maintain a degree of organization, and you can forget the punctuality. You have the most incredible A-ha! " Moments of discovery, invention and problem solving, but the ability of the Administrator program, or show their work may decide to withdraw completely. (Please see the quiz at the end of this article - "Your child is a visual-spatial learner" for more information on how to identify the child's preferred learning style).
For students with visual-spatial, there are fewclassroom demands more frustrating, "Show your work." Since this type of students intuitively understand the "big picture" rather than what would come a series of steps to slow agonizing Therefore, the request to show "your work" is almost an impossible task. visual-spatial learners (VSLs) often see only the right answer - and are usually right. You can not say what they know they know. You can not show how they got their answer, theyit.
This is a problem in a more serious problem in mathematics. Because many teachers are left-hemispheric thinkers sequential teach in a step-by-step manner and expect their students to solve mathematical problems in the fashion a step-by-step. Tend to expect that their students can work in detail the measures they took to get to show their answers. The same applies to the textbook and those developers to build the state proficiency tests. Butsomeone who thinks in pictures and provide the right solution, never a step that could lead to a disastrous outcome. Every day, urged the students, also on charges of fraud, because intuitively able to reach the precise solutions to complex mathematical problems, but must absolutely not explain how they got there. Most of the time, as the figure quoted Sam lose some or all the credit for their response, because they do not show their work. A motherAustralia has recently shared with me that his son was only a teacher for each correct answer, but show four points for each problem for his work, what not to do. He failed math, but had all the right answers!
In a time of thinking outside the box ', "is a skill that worshiped the economy if they are in the position, solutions to complex problems is greatly appreciated (and we do not need urgent answers to complex problems of today?)" Isn T It 's time that we stopdisadvantage to honor these students begin their innate abilities and, of course, is not it?
Until that day, but ...
It 'very likely that this new school year students talented in mathematics, visual-spatial sit at different levels of education, which are anchored credit for specific answers that can not help with the walkthrough. Almost all standardized achievement test in the United States pulls credit, if the measures did not seem to solve a specific problem.The classrooms have long punished children with weak sequential skills as well. So I suggest it is time to teach them to withstand visual-spatial learners! "Show your work" and must not mean "complete problem like me, left-hemispheric, auditory-sequential thinkers would." Means, teach, left-hemispheric, auditory-sequential thinker pretended that I can do it yourself . Show me the way I learn best (step-by-step) how to do this. WhenStudents know the material well enough to teach it, really know. If we help our students visual-spatial learning to explain their response to someone who thinks in pictures, then we could teach them to offer their work, as small details, and hopefully also the definition of unfair play to lose practices of credit on their tests and homework. In addition we also taught them to honor that people do not think the same.
While I think homeschoolingThe children, I discovered that one of the best evidence that actually covered the material we had learned, is capable, it was someone else to teach. This was for mathematics, history, geography and a wide range of real issues. Often my children their father was asked what the new social studies material had been covered that day (which made for great dinner conversation!), Or have taught math-phobic grandmother has learned a new concept of algebra had to teach. You can not justpretend to know when you are asked to teach. The reservation has been, and should cover all the visual-spatial students that the event did not present their knowledge on how a teacher or a textbook mirror. To reach a just, were granted the freedom to apply their methods. It 's almost always more than one way to skin a cat!
Until we have an understanding of different learning styles created in the classroom, we need to keep our talentsvisual-spatial students in what is traditionally a predominantly left-hemispheric environment to cope. With knowledge of how to think and learn best (pictured), with the understanding of what their teacher expects of them at the highest amount of credit you can (have work shown) coupled, we can help our students succeed. Lessons can contribute back to achieve this goal.
First, visual-spatial students should be allowed to perfect what works strategymath for them in solving their problems. Then they will test their methods with a calculator to be sure to correct their answers. Once students have polished their own unique systems, gradually increasing the difficulty of the problems so that they continue to test their methods. If problems still responded correctly with their strategies, they show how they work in the opposite direction. In other words, they can continue their methods (as long as they use to produceaccurate results) to find an answer, and then work backwards through the problem to show detail, needs someone to show the steps, or "work".
For example, in view of the long division problem, we assume that the student, regardless of their mental or written methods of these students created, such a solution and showed that it is just checking the answer with a calculator.
26
15) 390
Well, the answer is known, the student limited to merelysolution through the steps. So the first show of "work" is, 15 x 2 This response is then written directly under the 39:
26
15) 390
30
Next show students that the auditory-sequential students can not keep the numbers (or other images, for that matter) in the head as easy as visual-spatial, the next "job" is to demonstrate that the 30 subtract 39 and the lower point following:
26
15) 390
30
90
The studentneed to know how many times 15 goes into 90, because he or she already knew (SAW) that! But he must be the sixth auditory-sequential thinker to show, so just write the last piece of work:
26
15) 390
30
90
90
0
Although it may seem obvious, students, shows last number of each issue of how they work or are not in a way has been shown 0:00 in which the teacher or another auditory-sequential learners,can follow.
Working backwards through their math problems, students can demonstrate the area of work visually shows the steps of their work, so that the auditory-sequential, must communicate with their students (especially teachers) can give credit. The teacher can never truly understand how a visual-spatial student comes the answer, but looking for work, it is. Demonstrating their work so that talented thinker can be interpreted by sequentialvisual-spatial students may begin, finally, receive grades according to their abilities.
Going back in other academic areas
This logic is to work backward steps of providing a teacher looking for work in other academic areas as well. well organized written reports are often a challenge for students to create visual-spatial. The search is not usually a problem because almost all the talented students who love a subject in depth, but the orchestration ofIdeas into a coherent report can be difficult. to organize courses for mental images of students' help. The concept of "weaving", or using special software (such as Inspiration ® or Kidspiration ®) to obtain help students get their mental images on paper is a great first step. Weaving is a way around all the ideas on a subject on paper, in a visual form, but as a sequential manner, and thus the construction of these ideas. Suppose that the task isWrite a report on a favorite animal. The student is to animal research and write a detailed report of two pages. Why VSLs naturally think big picture ideas first, a website is often easier than a standard layout that begins with small details and builds to create a large screen. The first step in creating a website is to have students brainstorm all kinds of ideas that may be related. No idea is stupid or was thrown on stage. The Web may look like somethingas follows:
In Web-ups, a survey with the largest group would be created, "horse", as our main theme. Subheadings as "races", "Support" and "power" with sub-sub-headings as "Hay", "carrot", "Mustang", "Palomino", etc. The finished design might look like this:
I. Horses
A. The administration of
First Apples
According to Hay
Third Carrots
B. races
Before Mustang
According to Palomino
C. careof
Before Riding
According Grooming
D. Racing
So you have your students watch videos, see the linked sites on the Internet, talk to an expert (perhaps a veterinarian in this case) and read books, to collect information on each site, if applicable, the final report. The student should learn to take notes on everything. Notes can be more useful if they are written in a color card. be used, for example, in our example of a report on horseback, perhaps green cards, forInformation learned about the feeding of horses, yellow cards for the information learned about the different breeds of horses, etc. Remember that "the notes should not be written in words. If your child prefers to think in pictures, can be useful to take notes images. These could be the actual drawings of what is learned. For example, children draw what they eat horses, rather than write the words "hay", "carrot" and "apples".
Finally, students meet allgreeting cards with the information you seek. If the cards are sorted by color, so that all information, such as care for the horses together and all the information on horse race together, and so on, then the relationship can be written directly from this tickets 'colored cards. Or throw the baby note cards on a table or on the floor, then, starting with the cards that have information on the great circle of the web, insert the cardInformation on the smaller circle after each of these ideas. If the student has written all the notes of a similar idea on the same colored paper cards, then cards simply grouped together with the above guiding principles on the stack and all the tabs at the standard. The same applies to each series of colorful greeting cards. Or the student could actually put the cards and lay a piece of string at the beginning of the cards, goes from an idea to the next. (I have this idea of Steve Haas, avisuospatial teachers themselves!) If the cards are processed in the order string, the flow of the outline complete. The report should meet in an organized, because the notes were put together in an organized way - literally!
For a first draft, do not ask the concern of students of grammar, spelling or punctuation. The focus at this stage is only for the mental images into words and words on paper. Once the draft was created,then the candidate must pass through us only for spelling errors. Once a script has been corrected, students must go through the new draft for errors in punctuation. Finally, the report should be reviewed once again, looking only for grammatical corrections. not the child to grasp everything the first time the first version to read, looking for - there is too much to try and revise, if necessary.
The whole process of organization of researchor thoughts, is to create a polished piece is suitable for a class that is actually according to their abilities, not only can be daunting for students visual-spatial, but also for the parent as well! At that point you should be jumping to help? If the child can dictate work okay? After much banging as it is right to take the reading test function? My recommendation for parents is: learning should be fun, should be a passionate explorationhitherto unknown realms. If your learning style is the way that can adversely affect the final product and the student self-esteem. If your child is in complete despair about the award, it's time to help. But a gentle weaning can be a point. After all, there can be at the highest level of schooling of the child. In adults, visual-spatial skills students learn compensation should know that his bestWork can be seen as part of a team that is based on individual abilities in right-hemispheric spelling ability or the ability to remember math facts, and probably visit a different procedure (computers, spell check, assistant) to these areas that these students is weak (management organization or time, for example). The skills of visual-spatial learners are located elsewhere and it is good use and appreciated much more than adults, while students of the school.
So while it is veryThe child must be your work, I see nothing wrong with dictation, as long as the typist types alone, he said. This would also punctuation, grammar, spelling, and difficult words. Then, with a printed design in hand, one parent said: "On this side there are three spelling mistakes, two problems with grammar and punctuation five items missing. Can you find?" These include a treasure hunt. Often, just reading a post will help the child to "see" (through hearing)where is the problem.
Knowing all this it is easier for the child. Like most things, it just takes practice. Most of what is required by their school to recite the left hemispheric in nature, writing, spelling, math facts, figures and names, etc. I compare to a broken hand. If you are strongly right-handed and you break your right arm, you can learn to write with his left hand. Eventually, you will be able to produce, easy to read font, and with more practice, it is generallywrite left-handed control. But it will never be your best work. It is never as efficient as possible write to you. This is what we ask of children with a strong right hemisphere. Yes, I am able to compensate and, but you will never see their best work, and not the most efficient but effective way to learn for them. Techniques employed, and activate the right hemisphere involved, but also the color, humor, music, metaphors, models, hands-onActivities and sharing of understanding the overall picture is still great the most effective way to reach students in a visual-spatial. (For more information on teaching strategies and training for visual-spatial learner, please visit http://www.visualspatial.org.)
Auditory-Sequential vs. visuo-spatial
Just in case you are not sure to have one of these children, here is a quiz that includes many of the characteristics of visual-spatial children. If you are notThe certainty of a problem, ask your children to answer! (Or you can take the quiz for children on the VSL site http://www.visualspatial.org.) Most people who can think in terms not imagine that others are able to think in pictures and vice versa. If you are a visual-spatial learners, it can be very surprised by how your children think, listen, learn and understand the world around them.
The Day After Tomorrow. Directed by Roland Emmerich. Beverly HillsCA: Twentieth Century Fox, 2004.
Please complete this quiz to find out more about the child's learning style.
Yes No
The first child thinks, especially in pictures instead of words?
According If your child is good at solving puzzles and mazes?
The third build with your child as LEGOsTM, K'NexTM, blocks and other building materials?
The fourth child often loses track of time?
The fifth child knows what to say without them, or asWhy?
Your sixth child remember how to get to places visited only once?
Seventh Your baby can feel what others feel?
Your eighth child remember what you see and forget what you hear?
The Ninth your child to solve problems in an unusual way?
10th Your child has a vivid imagination?
11 If the child is talented in music, dance, art or theater?
12 ° The child can see objects from different perspectives?
13 Your child organizationalchallenged?
The 14th child loves to play on my computer?
15th If your child is terrible spelling?
16th Your child how things apart to see how they work?
17th His son has at least one parent visuo-spatial?
If you answered yes to at least 9 of these questions, your child may be a visual-spatial learners.
© Copyright held by Alexandra Shires Golon. From Golon, AS (2004). Raising Topsy-Turvy Kids: SuccessParenting Your Child visuospatial. Denver: DeLeon Publishing.
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