![]() ![]() Take a moment to read the sample excerpt from Reading Strategies for Social Studies By Stephanie Macceca. Both older and younger students can be trained to use the illustrations in text to enhance comprehension and their own visualization. Providing older students with picture books will often allow them to have a greater understanding of higher level concepts by using a lower level text. Picture books are often used with younger learners to develop early literacy skills in the areas of phonics, phonemic awareness, fluency, and comprehension. Using Picture Books (Hibbing & Rankin-Erickson, 2003) Click here for a Watch-Read-Watch-Rea d Teacher Checklist ( Hibbing and Rankin-Erickson suggest using a Watch-Read-Watch-Read (W-R-W-R) method in which students will build some background of the text, make predictions, watch part of the movie, read more of the text, confirm understandings, make more predictions, watch more of the movie, and continue reading the text (2003). When reading a text, the addition of a movie can help students connect to new information they may have not had background in and adapt their new thoughts, images, and feelings to the text at hand (Gambrell & Jawitz, 1993). Movies provide a wonderful opportunity for students to gain background understanding to intermingle with their own visualization about a story or concept. Movies and W-R-W-R (Hibbing & Rankin-Erickson, 2003) "Talking bubbles" can be added to aid in further understanding of the story. Modeling how to visualize scenes from the story beforehand will be helpful to students understanding of the concept. Students can work together or individually on the creation of a short strip of the story. Click here for a w ebinar on how to use visual elaboration in your classroom ( Click here for resources on finding imagery ( Click here for completed sample handouts that can be used by your students as a guide for visualizin g () Ĭreating Comic Strips (Johns & Lenski, 2001)Īllowing students to illustrate frames in comic book fashion to explain what is happening in a story is a good way to promote visualization. © 2001 International Reading Association)ĭiscover how to integrate visual elaboration into your social studies lesson plan: (Reference: Classroom Strategies for Interactive Learning. Students who are visual learners become more actively involved with their reading, which is especially true for low achieving students.Students create vivid mental images of ideas and concepts that help them remember information longer.Students are stimulated to generate their own images when they read.By using guided imagery, or imagery discovery. Students can learn from visual elaboration in two ways:ġ. This theory hypothesizes that imagery plays an integral part in enhancing memory!Ĭlick through the slide show on the right to learn about the Dual Coding Theory & how applying it can enhance your students' memory when learning material! ![]() ![]() Allan Paivio, is the author of the Dual Coding Theory. Images tend to already be labeled automatically in our minds, thus making them more memorable than words, this is called the dual coding theory (Bruning, Schraw.It allows students the ability to become more engaged in their reading and use their imagery to draw conclusions, create interpretations of the text, and recall details and elements from the text (Keene & Zimmerman, 1997). Helping our students gain visualization skills is an important way to foster greater comprehension when reading.Because of the associative nature of memory, storing information can be improved by a strategy of organization of memory called elaboration (.What is visual elaboration and why is it important for you as a Social Studies teacher to incorporate it into your lesson plans? ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |