This document discusses enhancing learning through the use of text and visuals in the classroom. It defines text literacy and visual literacy as the ability to understand and use informational text and visual messages. The document outlines several purposes of visuals in education, including making abstract ideas concrete and directing student attention. It also categorizes different types of visuals like pictures, charts, and graphs that can be used effectively in the classroom. Guidelines are provided for creating, viewing, and capturing visuals, along with considerations for copyright.

1. Enhancing
Learning with
Text and
Visuals
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2. Enhancing
Learning with Text and Visuals
 Discuss the various types and uses of text and visuals and
the general principles for creating and using text and visuals
to enhance student learning.
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3. Text Literacy-
The learned ability to locate, understand, and use
informational text.
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4. Text in the Classroom
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5. Text in the Classroom
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6. Purposes of Visuals
 Provide a Concrete Referent for Ideas
 Make Abstract Ideas Concrete
 Motivate earners
 Direct Attention
 Repeat Information
 Recall Prior Learning
 Reduce Learning Effort
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7. Visuals in the Classroom
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8. Visual Literacy-
The learned ability to interpret and create visual
messages accurately
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9. Types of Visuals
used in the Classroom
 Pictures-
 Photo-like representations
 Study-aides
 Drawings-
 Graphic arrangement of
lines
 Print and digital
 Student and teacher made
 Charts-
 Visual representations of
abstract relationships
 Should have a clear purpose
 One concept or relationship
 Graphs-
 Visual representation of
numerical data
 Interpreted more easily
 Software
 Posters-
 Combination of images,
lines, color and words
 Brief message
 Attention grabber
 Cartoons-
 Line drawings
 Easy and quick to read
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10. Purposes of Visuals
 Provide a Concrete Referent for Ideas
 Make Abstract Ideas Concrete
 Motivate Learners
 Direct Attention
 Repeat Information
 Recall Prior Learning
 Reduce Learning Effort
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11. Categories of Visuals
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12. Viewing Visuals
 Presentation Software
 Digital projector
 PowerPoint, Keynote
 Multimedia
 Teacher and student
produced
 Digital Images
 Digital camera or
scanner
 CDs, DVDs, external
drives
 Display on large TV or
use a projector
 Document camera
 Overhead Projection
 Available, low cost,
easy to use
 Transparency film
 Printed Visuals
 Text books
 Wall display
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13. Viewing Visuals
ADVANTAGESADVANTAGES
 Readily available
 Range of materials
 Ease of preparation
 Inexpensive
 Simplification of complex
ideas
 Ease of use
 Interactivity
 All students have equal
view
LIMITATIONSLIMITATIONS
 Two-dimensional
 Too much on one
visual
 Bulky hardware
 Expense
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14. Visual Design Guidelines
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15. Creating Visuals
 Planning Tools
 Lettering Techniques
 Drawing, Sketching, and Cartooning
 Clip Art
 Designing Visuals With Computers
 Creating Presentation Graphics
 Creating Overhead Transparencies
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16. Capturing Visuals
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17. Copyright Concerns
 Permitted
 One illustration per book, periodical, or newspaper
 One diagram, chart, or picture from a single source
 One visual per source for presentation visuals
 Not permitted
 Reproduction of copyrighted cartoon characters
Teachers and Students
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18. Demonstrating
Professional Knowledge
1. Compare and contrast text and visual literacy.
2. Select a text resource and describe the advantages of
integrating it into a lesson.
3. Describe variables that affect how a learner interprets or
decodes a visual.
4. Provide an example visual for each of the seven purposes of
visuals, explain how the visual fulfills the intended purpose.
5. List and describe how the six categories of visuals support
student learning.
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