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Vision and Learning
The document discusses how using vivid imagery and interactive activities can improve student learning compared to passive viewing. It summarizes research showing students perform better on tests after watching educational videos when they are actively engaged with the material rather than passive viewers. The author concludes that vision is an important tool for learning, and teachers should look for opportunities to incorporate visual elements and activities to increase student motivation and learning.
Vision and Learning
- 1. VISION AND LEARNING Jennifer Brandon http://player.discoverye ducation.com/index.cf m?guidAssetId=F11C9 963-FCC0-42A8-A9BC- F691C8261E9A
- 2. VISION Less thanexhilarating topic = students’ brain tuning out. Lesson with vivid imagery = student’s brain opens up like a f lower. Using images to link concepts together can be useful if it done productively. http://player.discoveryeducation.com/index.cfm?guidAssetId=5F3A 4085-FA26-46D7-83B380CEAB3030AB&bln
- 3. TOM WUJEC’S 3PRINCIPALS OF MAKING IMAGES MEANINGFUL. These principals can be applicable to almost every Volcano aspect of teaching using vivid imagery or video -naturally occurring footage. opening in the surface of Making Images Meaningfu l the Earth through Making ideas clear by which visualizing them molten, gaseous, Making them interactive and solid Persistence material is ejected http://player.discoveryeducation.com/index.cfm?guidAs setId=81679a50-b605-47e2-b075-a5aeef1e6554
- 4. PASSIVE VIEWING VS.ACTIVE VIEWING 8 th Grade A day 8 th Grade B day Segment illustrating the Segment illustrating seasonal change in the seasonal change in plants and animals. plants and animals. Students unaware of the Students unaware of the test being test being conducted. conducted. Students aware of 10 Students unaware of 10 brief multiple choice brief multiple choice questions. questions. Most answers were Most answers were incorrect. correct.
- 5. CORRELATION BET WEENWHAT A STUDENT SEES AND WHAT THAT IMAGERY ALLOWS THEM TO LEARN. 7 th Grade A day 7 th Grade B day Students unaware of Students unaware of the the test. test. I read from the news Students watched the article. recorded news segment. Students wrote about Students wrote about consequences of an consequences of an earthquake destroying earthquake destroying their town. their town. The responses I The responses I received were not very received were so vivid noteworthy. and well thought out.
- 6. CONCLUSION I havefound that vision does have a strong pull in the effectiveness of learning. Easy to see that students need to have visual support. Any type of learner can benefit from the brains ability the bridge the gap more efficiently using vision. Because the visual impact and ability to retain information factors are highly correlated, missed opportunities can be identified and intervention can occur. Intervention will lead to increased student motivation and therefore increased success.
- 7. REFRENCES Gardner, Howard.(2007). Five minds for the future. Boston: Harvard Business School Press. Ohler, J. (2008). Digital storytelling in the classroom: new media pathways to literacy, learning, and creativity. Thousand Oaks, CA: Corwin Press Pink, D.H. (2006). A whole new mind: why right -brainers will rule the future. New York, NY: Penguin Group. T. Wujec. (2009, July) Tom wujec on 3 ways the brain creates meaning. Retrieved from http://www.ted.com/talks/tom_wujec_on_3_ways_the_b rain_ creates_ meaning. html
Editor's Notes
- #3 As a teacher I am sometimes privy to see mental reactions happen outside of a student’s brain. When I introduce a less than exhilarating topic on the whiteboard, I can see many students’ brains tuning out. On the other hand when I start a lesson with vivid imagery on a screen, I can see a student’s brain open up like a flower
- #4 In a TED conference held in 2009, Tom Wujec’s discusses his theory using the3 principals of making images meaningful. . These principals can be applicable to almost every aspect of teaching using vivid imagery or video footage.
- #5 I showed a segment illustrating the transformation that occurs from a seasonal change in plants and animals. The students were not aware of the test being conducted.I introduced the concept and prepared the class for the viewing. I told the students to take notes while watching the video because there would be questions at the end. While the students were watching the segment, I looked around the classroom and saw many heads down and writing instead of watching. The class seemed to be engaged with either the video or taking noted of the information from the video. After the segment ended, I handed out the questions. The questions consisted of 10 brief multiple choice questions. When I corrected them, to my surprise, most answers were incorrect. I began to correlate not completely watching with note-taking.
- #6 I was about to teach a lesson on the inner workings of an earthquake. I thought this would be the perfect platform. I found a video news segment on the earthquake in Haiti. I also found the corresponding print article.