Intro to Visualizing

and Verbalizing

Summer 2012

Do Now

What do good readers do?

MindsetUnderstanding and implementing specific strategies to explicitly develop the imagery-language connection is a crucial piece to meeting our learners needs.

Understand the theory and background of the Visualizing and Verbalizing program.

Develop a foundation for beginning to utilize/try out V/V in the classroom, across content areas.

Practice/role play steps

Objectives

Share-out

TheoryDual Coding Theory (Paivio)

Verbal Code

Specialized for Language

Symbol Imagery

Static

Non-Verbal Code

Specialized for knowledge of the world in the form of

mental images

Concept Imagery

Dynamic

The foundation of comprehension lies in developing the files for these 2 memory processors.

“Any progress in comprehension will not occur as a result of worksheets that address various components of comprehension. Rather, it is the process of comprehension that we must address.” (Tattum, pg. 210).

Quick Discussion

Share with a partner the difference between Verbal

coding and Nonverbal coding.

What comprehension strategies have you found

useful with students?

V/V - 10 Steps1. The Climate2. Picture to Picture3. Word Imaging4. Single Sentence Imaging5. Sentence by Sentence Imaging6. Sentence by Sentence Imagining with Higher Order

Thinking7. Multiple Sentence Imaging with Higher Order

Thinking8. Whole Paragraph Imagining with Higher Order

Thinking9. Paragraph by Paragraph Imaging with Higher Order

Thinking10.Page Imaging with Higher Order Thinking

Step 1: The ClimateGoal: Briefly explain to student what and why.

- Teacher draws a head with a thought bubble, and then draws the house in the thought bubble as she explains.

- “We will picture words in our minds.”- “Words turn into pictures and pictures turn into

words.”- “This will help us remember what we read and

hear.”

Practice with a Partner

Choose one person to be teacher, other(s) to be students.

Switch roles.

Step 2: Picture to Picture

Goal: To develop the student’s ability to verbalize (not visualize yet) from a given picture, and to increase the length and complexity of the student’s expressive language.

The teacher doesn’t look at the picture as the student describes it; the verbalization has a goal of creating the picture in the teacher’s mind.

Picture Description -(Group)

- Teacher shows picture to all students, but doesn’t look at it his/herself.

- Choose students to describe picture. (to keep all students engaged, have them do a thumbs-up/thumbs-down after each description).

- Have students take turns checking through each structure word, or pass the structure words out.

- Teacher gives summary “Your words made me picture…”

- Look at picture together and compare the verbalization to the given picture.

Imagery Practice After Picture Description- Teacher and student look again at the the

picture they have just described. - Teacher takes the picture away.- Student describes her imagery, saying “I

pictured…”- Teacher questions to direct her imagery:

“What did you picture for…?”- When student has completed describing her

imagery, they look at the picture again.

Structure Words1. what

2. size

3. color

4. number

5. shape

6. where

7. movement

8. mood

9. background

10.perspective

11.when

12.sound

Practice with a Partner

Choose one person to be teacher, other(s) to be students.

Switch roles.

What pictures that you might utilize in your

classroom could be used for Picture to Picture.

Language to Drive the Sensory Bus

V/V instruction uses language to directly and explicitly stimulate the sensory input of imagery.

Driving the Sensory Bus is using language to bring imagery to consciousness for your student.

“What are you picturing for…?”

“What do you picture will happen if…?”

“What do you picture for the word recital?”

“What are you thinking about…?”

“What do you think will happen if…?”

“What is the meaning of the word recital?”

VS.

Step 3: Word Imaging

Goal:The goal is to develop the student’s ability to visualize and verbalize the smallest unit of language – a word. Laying the foundation for more language: a phrase, a sentence, or a paragraph.

The student creates a mental representation for a word (visualizes) and then describes her imagery to the teacher (verbalizes).

Known Noun Imaging- Teacher says a known noun and asks the student to

picture it.- Student verbalizes her imagery.- Teacher questions using the phrase, “What are you

picturing for…”- Student checks through the structure words for

details. - Teacher summarizes, “Your words made me picture…”

(For group instruction: Set the task as: All students will help create one composite image, not separate images.)

Think, Pair, Share

Think about, how might this look in your classroom? What possible challenges do you

forsee?

Close

Write down 2 things/ideas you’re walking away with