Lessons Using Digital Imagery in a Grade 3 Classroom

Language

Digital Imagery Story/Journal- In our classroom, the students are taught the elements of story writing and are required to write their own stories. With digital cameras the students can create their own pictures to accompany their stories. They can use real life objects/situations, or even plastercine creations.

Picture Walks-We often do a picture walk through a book before we read it as a class to predict what the story could be about. With digital imagery students could create their own picture stories (without words). They could make them into slide shows and have other students take a picture walk to predict the events of the story.

Visualization-This is another technique we do in the classroom to help students with comprehension. I will read the class a story, but cover up all the pictures including the book's cover. Students then are asked to draw a part of the story that they 'visualized'. Digital cameras would be a terrific way to motivate students to be creative and take pictures that express what they are visualizing at certain points in the story.

Sequencing-Students can create a series of pictures that show the events of a story in the correct order. This reinforces the idea of beginning, middle, end (as we say in grade 3).

Student Diaries-At the beginning of the year each student can have their picture taken and complete a diary entry of their introduction, feelings, friends, expectations, etc. of grade 3. As the year passes new pictures could be added with new entries. Students can take pictures of classroom events, trips, tasks they are working on, etc. At the end of the year each student would have a complete picture log and diary of their time in grade 3, showing their changes and growth. This could also be done as a whole class diary.

Antonyms/Homonyms-Students can create dual pictures that help show opposites (antonyms) such as taking an image of something big vs. something small. The could also take pictures of objects that are homonyms, such as taking a picture of a pair of shoes and a pear.

Parts of Speech-Pictures can be taken that depict the parts of speech studied in grade 3, for example a picture of children skipping would match with verbs.

Cursive Writing-Cursive writing is new for students in grade three. Pictures could be matched with the cursive letters of the alphabet to help students identify the letters.

Writing Prompts-I use pictures in my classroom as story prompts, but I use a preset folder of published teacher material. Using my own picture ideas, or even having the students take turns taking a picture to be used as a prompt for others would allow them to have more ownership of the task, and I would have more control when I want to 'prompt' a certain story idea.

Sentences-Reinforce the concept of a sentence. Sentences are still difficult for some grade 3's. They have trouble identifying one idea as one sentence. With digital imagery the teacher could take a variety of photos and have each student write one sentence that tells about the picture.

Poetry-Pictures be taken that accompany a familiar poem, or students can write their own poems and add pictures to express the topic or mood.

Book Covers/Posters-Students could create their own cover for a favourite book or a poster advertising a favourite book. This would allow other students an opportunity to be introduced to a wider variety of books and help them find material they may be interested in reading.

Building Vocabulary-Add pictures to words that are unfamiliar to help the students with meanings. These pictures and words can be displayed in the room while the class is exploring that specific topic.

Show and Tell-expand the idea of show and tell so that students do not have to simply bring an object to the classroom. With digital cameras students could take a picture of an event they attended, or took part in (perhaps a karate tournament) and bring the images in to share with the class. They can also take pictures of things that they would not otherwise be able to bring to school (eg. their dog, new swing set, or even their grandma).

“All About Me”-At the beginning of the year our classroom topic is “getting to know each other”. With digital imagery, students could have a picture of themselves in the centre of a graphic organizer surrounded by information (about themselves) that they would like to share. (The informational text could also include pictures of their favourite things, favourite hobbies, sports, family, etc.).

Following Directions/Reading for Understanding-Students can be given a list of written directions that they are to follow in order to collect pictures of detailed objects within the school. The directions must be followed in order and are specific. After the task, the class can examine the pictures along with the information the students were given to see if they were successful at understanding the instructions and following directions.

Pen Pal Connections- Our class have pen pals at another school in Hamilton. Digital imagery allows the students to see their pen pals and have a better understanding of who they are writing to. It brings them closer together and puts a face to the name, making it more exciting for grade 3 students.


Math

Geometry:

Shapes-In grade 3, students explore 2D shapes and 3D shapes. They are required to know the physical attributes of a variety of shapes. To enhance learning and help students with the understanding that these shapes are all around us, students could be encouraged to take pictures of 2D and 3D shapes they find around the school. Different groups could look for specific shapes, such as cylinders, and then each group could share their collection of pictures with the class and discuss why these objects are cylinders. Or, each student may be sent to collect one object for each shape. Then they could refer back to their pictures to reinforce all the shapes, or the classroom could have a 'wall of shapes' on display. Students would be really motivated to gather as many photos of shapes as possible so they could show theirs on the 'wall' (real ownership).

Angles-Grade 3's study right, acute, and obtuse angles. Another search could be made to find angles around the classroom and categorize each angle into 'right, acute, obtuse, or other'. The whole collection of photos taken by the class could be displayed on a bulletin board under their correct headings.

Lines-We learn about parallel lines and perpendicular lines so perhaps one half of the class could search and photograph parallel lines while the others photograph perpendicular lines and then discuss as a class their findings.

Time-Time is a difficult concept for grade 3's, not only because it is a new one, but because the students of today are so exposed to digital clocks the analog clock is challenging for them. With digital imagery, students could work in groups and be assigned different times of the day. Each group would be responsible for showing, on an analog clock, where the clock hands would be. Then the group would have to show what people are usually doing at that particular time of the day. (e.g. A photo of the group eating breakfast may have a clock in the picture showing 8:00). These pictures could then be displayed in chronological order in a slide show. The class could also see that 8:00 am and 8:00 pm show as the same time on the clock although they are two separate times of the day. Many discussions can take place around what the students' pictures and slide show.

Measurement-A very visual concept. Students can use digital cameras to take pictures of items that measure 1mm, 1cm, 1dm, and 1m. The items could be photographed beside a ruler to mark the length.
Then the photos can be used to help reinforce the idea of conversion. How may paperclips would you need to measure 1dm if the picture shows one paperclip is 1cm long? The more visual aids the better when learning linear measurement.

Place Value-We use base ten blocks and popsicle sticks a lot in grade 3 to show place value. Understanding the ones, tens, hundreds, and thousands columns if a big focus. With digital cameras students could be given a number such as 452, and be asked to photograph this number in a variety of ways using base ten blocks. “How many different ways can you picture 452?” The teacher could also work backwards from this idea and give a series of pictures showing base ten blocks of various amounts. Students would then be asked to examine the pictures, tell the amounts, and explain how they figured out their answer by what the picture shows.

Fractions-The class could use digital cameras to find different fractions used in real life around the classroom. The clock at quarter after 2:00, the mark of 9/10 on a worksheet, the writing assignments that are ½ written and ½ picture, etc. They could also be asked to create their own fractions using objects in the room and take pictures of them. Perhaps they would photograph 10 dice, with 3/10 being blue (for an example). Students could have a lot of fun because they are not just working off work pages, but they are creating their own fractions, photographing them, and then they need to share them with the class and explain their reasoning.

Science

Collecting Data-Digital Imagery would be a great asset for collecting data in science. Our class grow plants. We write-up our observations as the plants grow over time. Having pictures of our plants' progress would be a real asset in recording data. Photographs of the stages of growth could accompany our written observations and add to our reports.
Another topic is structures. We explore stability. What makes a structure strong? With cameras the students could take pictures of stable structures in the environment and write about the attributes that make it a strong structure (base, materials, height, etc). We also build our own structures in the classroom, but they are often take up a lot of room, so we usually only make one each. With photographs the students could make different structures and preserve them with photgraphs.

Processes/Methods-Students could take pictures of each other completing the steps in a task to show what process was taken. Having a visual guide would help other students understand what was done, as well as, be a reminder for the students who participate in the process. For example, students could picture a student putting dirt into a container, another student could be pictured digging a small hole in the dirt, etc., etc., all the steps involved in planting. This series of pictures would make a great display to show the process the students went through to grow a plant.

Uses in real life-In the grade three study of life we explore uses for plants. Students could take a digital camera and take pictures of all the ways they can find that people use plants. Pictures could include a desk (wood), a coffee, foods, perfumes, creams, etc. All the ideas that are brainstormed in class could now have a visual connection put to them.

Comparing-With our magnets unit students can take pictures of magnetic objects and non-magnetic objects. The class could then discuss reasons what makes the items different, what qualities do magnetic items possess? This could also be done with structures where students compare stable structures to instable structures.

Social Studies

Comparing (continued)-With urban and rural communities the teacher can take pictures that show different aspects of both and have the students compare the similarities and differences. Students could even guess and explain which community the picture was taken in. With our pioneer studies, pictures taken on our field trip of objects that were used by the pioneers could be compared to objects we use today. Students could take a picture of a pen/pencil for comparison to a feather and ink. Another great display for the wall of 'Pioneer Life vs. Modern Day'.

Field Trip to Pioneer Village-In grade 3 we take a class trip every year to a pioneer village. What a great opportunity to take some great pictures. One boy and one girl from the class are dressed up as pioneer children to show the class what they would have worn in the days of the pioneers. Many great period items are on display and explained. With a digital camera all these images can be captured and follow up activities can be done back in the classroom. The students love this experience and to preserve it (as I do every year) with digital photographs is wonderful.


Healthy Living

Projects-Students study “good” and “bad” drugs in grade 3. Students could create fantastic projects using pictures of both “drugs that are helpful (aspirin, prescriptions)” and “drugs that are harmful (alcohol, cigarettes)”. They could present their projects to the class with the addition of photos.
They could also create projects that include pictures of how to stay healthy, such as exercising, healthy foods, sleep, etc.

Posters-Students could use a digital camera to take pictures of other students promoting Healthy Living, or perhaps Bullying another student. They could then use these photos for posters.


Visual Arts

Foreground/Background-In art, the students begin to recognize the horizon line. Examining real life pictures that the students have taken themselves would be a great way for the class to understand the visual concept of background and foreground. They could explore, through their pictures, how objects close up in the foreground are larger than the background, and that there is a horizon line that helps show the depth a picture.

Warm and Cool Colours-Using digital cameras, students can create collages of warm or cool coloured objects.

Elements of Design-In grade 3 students learn about lines, textures, designs, shapes, and colours—very visual concepts. When studying these elements it would be a real motivator if the students did not only create these elements in their work, but discovered how they are all around us in everyday life. They could take the cameras and focus on textures, lines, etc. that they can find in the environment.

Digital Imagery Lesson Ideas

Some lesson ideas from the website:
http://www.educationworld.com/a_tech/tech/tech148.shtml

1 Photograph students dressed up as what they want to be when they grow up and use the pictures to illustrate career reports.
2. Take lots of pictures while on a class field trip. Have students write a caption for each picture, post the photos and captions to a Web site to create a virtual field trip.
3. Photograph “a day in the life of your classroom" for parent Open House. Create a slide show to run as parents tour your classroom.
4. Store a photograph with each student's electronic portfolio.
5. Assign pairs of students to walk through the school to find such examples of geometric shapes as circles, triangles, parallel lines, obtuse angles, and so on. Label each photo and create a geometry book.
6. Photograph community landmarks and have students create a brochure about your community.
7. For younger students, take pictures of easily recognizable signs in your community and assemble the photos into an "I Can Read" book.
8. Use photographs to illustrate the process for complicated projects or for science experiments.
9. Write a class novel and illustrate it with live-action photos of your students.
10. Take pictures of class procedures and display them in the classroom as a reminder.
11. Create a seating chart with photographs for substitutes.
12. Take pictures of each child’s eyes, nose, feet, or mouth only. Have children try to match each student to his or her body part.
13. Make picture frames for a Mother’s Day or Father’s Day gift. Glue each photo into a decorated jar lid and glue a magnet to the back.
14. Document the growth of classroom plants or animals with daily or weekly photos.
15. Take photos of school staff performing their duties. Write a caption for each photo and create a Community Workers book.
16. Snap a black-and-white headshot of each student, size it to ¼ page, and place a box frame around it. Place a blank box the same size as the framed picture beside it. Have students draw ½-inch to 1-inch gridlines in pencil in both boxes and label the gridlines 1, 2, 3, 4, 5, and so on in each direction. Then have students try to duplicate their pictures by drawing only what they see in each grid.
17. Take a photograph of each student at the beginning and end of the school year. Have students complete Venn diagrams of themselves, showing how they have -- and haven’t -- changed during the year.
18. Compile a set of file cards naming such abstract concepts or emotions as freedom, love, hate, honor, joy, sorrow, patriotism, responsibility, and respect. Have students select a card at random and take a photograph illustrating that concept.
19. Have each student choose a letter and find an object that begins with that letter. Take a picture of the child with the object and use the pictures to create a class alphabet chart.
20. Arrange students into groups and assign each group one of the five senses. Have each group photograph the appropriate sensory organ and then have them take pictures of objects that organ might best perceive. pictures to illustrate such science concepts as food chain, biodiversity, biome, and so on.
21. Have students go on a photographic scavenger hunt, taking pictures of the objects they find rather than retrieving the objects themselves.
22. Take pictures of plants or animals in your community and use them to create a field guide of local wildlife

Some ideas for Podcasting Lessons for grade 3s

(From my assignments #3)

Podcasting is a fantastic tool for any classroom and can be incorporated into all aspects of the curriculum. Since I am currently teaching grade three, I have decided to focus my lesson ideas on my class's age group and their abilities. It was important for me, when creating podcasting lessons, to challenge their abilities and 'keep the bar high'. Higher order thinking is a priority. Meeting the needs of ESL, enrichment, and remedial students must also be taken into consideration. Every lesson can be diluted or expanded to individual student's abilities.

Podcasting in Language (and integrating into other areas)

Reading texts- (of course reading is the first use that comes into mind.) Podcasting is an excellent way to get students excited and motivated about reading different materials. With podcasting, students can read different texts over the course of the year and it can be dated and kept to show progression with fluency and decoding skills. It is important, however to remember that this should not just be used as a recording to show any progression, but rather, it should drive instruction. The difficulties that individual students are having would
be identified through assessing the reading and then teaching strategies would be used to address the difficulties. It would be a type of “running record” that the teacher would analyze to guide reading lessons. This also allows parents to become more aware of how their child is progressing and the difficulties he/she is having. Therefore parents can focus on these particular strategies at home to improve their child's reading.

Personal Journals/Diary- Students could podcast their personal journals on a weekly basis, telling about 'what they did on the weekend', 'writing about their families', 'their favourite activity/hobbies', 'best friend', etc. At the end of the year they would have a collection of journal entries that are about themselves at this particular point in their lives. They could do a reflection at the end of the year about their year overall.

Story Telling- Storytelling, another obvious, but a great use for podcasting. Students can create their own stories for others to listen to, creating an awareness of audience. By creating audio stories students would be able to add tone and voice (things that are difficult for them to do at times when writing). Discussions could be generated by the class after listening to the story (this is a great opportunity for higher order thinking questions). The elements (problem, solution, characters, setting, plot) could be discussed to help reinforce the purpose of them in stories. Pictures could be added to their stories to enhance them through programs such as kidpix. All students would be able to podcast a story at some level. Remedial students may be given some of the story elements to work with beforehand to guide them in their task and may just do an audio without any pictures. The stories could be dated and filed for assessment purposes, and also so that parents (and child) would have a wonderful collection of stories at the end of the year.

Character analyses-In grade three we do a lot of character analyses where the student must present proof from the story to 'back up' their description of a character. Individual students could be assigned a particular character from a common story and do a character analyses on that character. Again remedial and ESL students could work with more obvious characters and their characteristics, or perhaps they would only need to discuss one aspect of the character or give one (easier) example. (Lots of opportunity for differentiating with podcasting).

Summarizing/Retells-Summarizing is another big focus in grade three. Students must do this orally on our DRA testing at the primary level and, in the junior grades, they must write a summary. (Podcasting would be a great tool for junior teachers with students who are allowed a scribe for DRA testing). The concept is that students are oral before they can write, so podcasting summaries is an excellent way to have students collect their thoughts and verbalize their recount of a story that they have read (perhaps with digital storytelling) or that has been read to them. Discussions can take place when listening to their summary (as a teacher/student conference or a whole class) where the focus in ensuring they have covered the Beginning, Middle, and End (as we say in primary).

Interviews- This has endless possibilities and can be integrated. Students can do interviews to help develop their questioning skills. They can interview each other, as themselves, or be creative and interview another student as a character from a story where they are role playing. This could be done in social studies where one student interviews another where they are role playing as pioneers, a Native American, or perhaps a farmer (since we study urban and rural communities too), Students can be very creative with this one and teachers could incorporate it into a variety of subjects.

Reading Responses-Reading Responses are great when higher order questioning is used. We do responses all the time to stories we have read in class. Students are asked to make predictions, inferences, respond to: “why did the author...?”, “What do you think happened after the story ended?”, “Change the ending”, “Tell me a time when you felt/experienced...” etc., etc., etc., (so many possibilities). We do a lot of discussions on the carpet about our responses, but at times some individual students hear another response and “go with that answer”. Podcasting is great for individual students who are sometimes too shy to speak up or just “latch-on” to another student's response. Podcasting allows for independent responses in a comfortable, less intimidating forum.

Spelling Bees-Classroom spelling bees can be recorded for fun to reinforce spelling and vocabulary.

Book Reports-Can be done similar to summarizing, but critiquing the book as well as telling about it. It would be fantastic to have a collection of book reports that the class could listen to to expand student's awareness of different books and help students choose books of interest. Students could listen to this library independently when having difficulty finding a “good book”.

Poetry-Students could create poems of their own working from a template/model that has been discussed in regards to the characteristics of a poem. For remedial students they could work with a repetitive poem and fill in the missing word at the end of each line or students could work with a partner or group. I should move on to some other subject areas where podcasting can be used effectively, but keep in mind that these lesson ideas can all be crossed into each other. They all include language.

Newscasts-After a class trip, or perhaps a school event, the class can create newscasts telling all the details or give an editorial.

Podcasting in Math

Describing and Explaining critical problem solving- Podcasting would be a great tool to use in math especially at the grade three level. This is the year that the students write the EQAO test. The EQAO test requires students to describe and explain basically every answer that is not multiple choice. Students have a very tough time doing this. When practicing examples of this I do try to have each student take a turn at orally explaining or describing how they solved the problem, but with twenty students it is difficult. Podcasting would allow each individual to express their answers orally, listen to what they have explained, edit it, and then write out their answers.

Counting Backwards and Forwards-In grade three students also must demonstrate the ability to count backwards and forwards by 2's, 5's, 10's, 100's. This year I sat with each child and had them do this for me one at a time. With podcasting students could do this on their own all at once and I listen to them without taking time away from instruction.

Riddles- When exploring 3-D shapes we often play the “riddle game” where students come up with clues about a shape (I have 12 edges, 8 vertices, and 6 faces—What am I?) and the other students try to guess. Creating riddles as podcasts would be great fun for the students. Those finished work early could make up riddles on their own and the class could listen to them after.

Podcasting in Social Studies

Debates- Students can work with a partner to record debates that can be discussed as a whole class afterwards. Podcasting the debate would allow for stopping on key points without interrupting the flow of the students debating. In grade three we debate which is better, living in a rural community or an urban community.

Timelines- Work with a partner, students can be assigned a specific time in history to discuss. Each pair can record their 'time', beginning with the earliest and working up to the latest. The class would have small exerts of what was taking place in the past and it would be in chronological order. The whole class could listen to it together and share their information.

Interviews-Students could have a lot of fun doing this in language too with story characters and such. In grade three we study pioneers. Students could interview a pioneer questioning them on their lives and the hardships they have encountered.

Podcasting in Science

Processes/Collecting Data-Podcasting could be used to list the steps required to complete an experiment with magnets or plants for example. They could record their “prediction” (as we say in grade 3), tell the steps involved and finish with their conclusion. This is an excellent way to keep track of their observations too. Fantastic for remedial students who have difficulty with writing, but love the hands-on activities. Being able to save their observations and return to them over time is great for experiments with plant growing. I think students would be more likely to listen to their findings over and over again for study purposes rather than read their notes. Processes and findings could be shared and compared as a class.

Podcasting in Drama

Plays/Reader's Theatre-Students can create dialogue for mini skits and practice the elements of voice and tone. They can rehearse the dialogue before performing the play. This can also be done solely through podcasting as a reader's theatre where they receive the script and add expression and tone. Enrichment students may want to add music for mood or pictures to theirs. Groups can take turns enjoying all the podcasts.

Podcasting in Music

Creating Songs/Raps-This can be done in groups. The younger students seem to really enjoy the rap songs and they seems to be easier to create once they are given the beat. Students can either create songs of their own or change the words to familiar songs.

Exploring Beat and Rhythm-In grade three beat and rhythm are explored. With podcasting students can use instruments or body parts to create various beats (and add a rhythm, perhaps for enrichment students). They can then play their creations for an audience.

Podcasting in Health

Commercials-In health they can podcast their own commercials for healthy living. Topics may include healthy food choices, staying active, brushing teeth, or anti-smoking., Again, students could add sound affects, music, or pictures to their commercial.

Some Classroom uses for Digital Imagery

Photo journal of field trips
Class newsletters
Documenting projects
Journal entries
Bulletin Boards
Student created books
PowerPoint Presentations
Photos of vocabulary items
Classroom activities
Picture alphabet
Pen Pal journals
Art Projects
About the Author
Student and Staff Directories
Art
History Reports
Writing Prompts
Students of the Week
Open House events
Poster Designs
Locker magnets
Magnetic buttons
Photo editing Showing Change
Photo Seating Charts
Photo Biographies
Autobiographies
Nature Guides
Scavenger Hunts
Personal name tags
Community Postcards
Stickers
Web Pages
Image Maps
Photo essays
Trading Cards
Storyboards Photo
Fundraiser's
Poetry portfolios
Photo perspective
Nature Changes
Slideshows Scrapbooking
Virtual Tours
Family Units
Greeting Cards

Advantages and Disadvantages of Digital Imagery

Advantages:

Speed of getting images-Digital images are instantly available for output to print or video tape, or save as an image file.
Uses of the image-Images can be actually inserted into numerous computer applications like printable documents or presentations
Ease of duplication-Just copy a computer file or print as often as you like
Cost savings -- no film/no developing The images are stored in computer memory or other digital storage.
Pictures are printed directly from a computer to a printer.
Control over images & quality software -Software allows images to be changed, cropped, compressed, etc.

Disadvantages

Quality of image -Few inexpensive digital cameras produce slide quality photographs, but most do produce standard VGA resolution
You do your own processing work- You can’t just drop it off and pick it up an hour later.
Cost of camera Cost of consumer digital cameras ranges from $100 to $3000.

Consider the hidden cost of using film:
If you purchase a "good" regular 35mm film camera, it will usually cost less than a "good" digital camera. But if you consider the cost of film and developing the cost of the camera increases with every roll of film taken. The only comparable cost with digital is the cost of batteries, and you can now get very good rechargeables inexpensively

from the website: http://www.drscavanaugh.org/digitalcamera/advan.htm

Visual Learners

I had to add this great information about visual learners to my blog. It is vital information
that every teacher should take into consideration.

A Visual Learner Learns Best By:
*Taking notes and making lists to read later*Reading information to be learned*Learning from books, videotapes, filmstrips and printouts
*Seeing a demonstration

THE VISUAL LEARNER WILL NEED TO SEE ALL STUDY MATERIAL.
1.Practice visualizing (mental imagery) or picturing spelling words.
2.Write out everything for frequent and quick visual review.
3.Analyze words by tearing them apart and putting them back together (to-get-her- together).
4.Use color coding when learning new concepts (x and y axis different color when graphing).
5.Use enlarged paper for graphing, making it easier for the visual learner to plot lines.
6.Use outlines of reading assignments which cover key points and guide your reading.
7.Draw lines around the configuration of printed words and structural word elements.
8.Use charts, maps, timelines, and filmstrips when learning new material.
9.Use notes and flash cards for review of material, vocabulary, and terminology for a specific course.
10.Use a dictionary. All the visual cues are present: syllabication, definitions, configurations, affixes, etc.
11.Use graphic organizers and diagrams.
12.Use videos.
13.Utilize "mapping" techniques and draw pictures symbolizing information.
14.Highlight and underline key concepts.
15.Retype notes - use different fonts, bold print, and underline important concepts and facts.

VISUAL LEARNER STRATEGIESMATHEMATICS
*Use visual cues such as flash cards and concrete items.
*Use graph paper for organizing math problems.
*Color code math problems.
READING/LITERATURE
*When learning new vocabulary words, look up their meaning in the dictionary and write down their definition on flash cards.
*Sit close to the instructor for writing board demonstration, etc.
*Use sight words, flash cards - then close your eyes and visualize what you have seen.
*Use charts, graphs, and other visual cues.
WRITING/SPELLING
*Use visual study methods rather than recitation of words.
*Write each spelling word several times.
*Trace words with colored marking pens.
*Visualize words mentally and then reproduce them on paper.
SOCIAL SCIENCES
*Learn new material with visual stimulation (videos, computers, etc.).
*Use colored pens when taking notes - each color represents a degree of importance--blue notes are main themes, red notes are supporting details, green notes are specific details.

FACTS ABOUT THE VISUAL LEARNER Is A Natural At
*Dressing well, putting clothes together easily
*Remembering details and colors of what he/she sees
*Reading, spelling and proof reading
*Remembering faces of people he/she meets (forgets names); remembers names seen in print
*Quietly taking in surroundings
*Creating mental photos

Studying/Reading Characteristics
*Reads for pleasure and relaxation; reads rapidly
*Can spend long periods of time studying
*Requires quiet during study
*Learns to spell words in configurations rather than phonetically

Difficulties in School
*Having to take action before either seeing or reading about what needs to be done
*Working in an environment with noise or movement
*Turning out sounds (not very easy responsive to music)
*Listening to lectures without visual pictures or graphics to illustrate
*Working in classrooms with drab colors
*Working under fluorescent lights (makes it hard to concentrate)