This ppt presentation is from the session "Using Visual Media to Teach TEKS" presented at ESC-Region 20's Library Resource Roundup, September 17, 2010 by Teresa Diaz & Ellen Hagan, NEISD/San Antonio, TX.
Visual Literacy:Based on the concept that visual images are a language, VL is: Ability to understand and create images (Gangwer, Visual Impact, Visual Teaching)
“We do not see with our eyes. We see with our brains.” –John Medina, Brain RulesWe become visually literate by…Visually DECODING = translating the content & meaning of visual imageryVisually ENCODING = expressing thoughts and ideas in visual form-------------------------------------Image credits:MorguefileBlued Eye: http://www.morguefile.com/archive/display/524279http://mrg.bz/9GRmbJBrain scan (brain01): http://www.morguefile.com/archive/display/24363http://mrg.bz/i7MZEv
FACT: Approximately 65 percent of the population are visual learners.
FACT: The brain processes visual information 60,000 faster than text.
FACT: 90 percent of information that comes to the brain is visual.Visual problem solving—taps into higher-level thinking skills
FACT: Visual aids in the classroom improve learning by up to 400 percent.Study done: Text & oral presentations—much less efficient for retaining certain types of information:Orally = 10% retention, tested 72 hours after exposureAdd a picture = 65% retention, 72 hours later!(Source: Medina, John. Brain Rules. Pear Press, 2008.)
SO…how does VM instruction connect with TEKS?Technology TEKS (6-8): 10.A, 10.D 11.A-B ELAR:Knowledge and Skills Statement: Media Literacy“Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning.”TEKS (6-8): 13A, 13B, 13C, 13DSocial Studies (6): 21A, 22, 23(7): 21A, 21C, 21D, 21F, 22, 23(8): 30A, 30C, 30D, 30F, 31, 32Science: Scientific Reasoning and investigations strand(6-8): 3A
These are the basic TEKS that most directly mention/relate to teaching visual/media literacy.However, visual media can be used to teach practically ANY content-area TEK across the curriculum. Incorporating visual media and teaching media literacy is also a strong component of…- 21stCentury Skills- AASL Standards- NETS Standards for students- CCRS: College and Career Readiness StandardsDifferentiated Instruction Multiple Intelligences Brain-based teaching/learningPuzzle Pieces – Open Clip Art Libraryhttp://www.openclipart.org/detail/81277Multiple Intelligences clip art:http://www.childfirst.com.cn/gifs/en_soundcurr05.gifwww.childfirst.com.cn/pages/en_unique.html
Visual Analog: What you can see What you thinkPerceptions = informed by our observationsObservations = informed by 5 sensesArticulate = using 5 sensesVisual media—can help address TEKS that are problematic:InferencingConnotation Objective vs. Subjective
Confirmable visual data = evidence in an imageDescribe image as if the listener cannot see…5W’s = Questioning/Response modelNothing is too obviousStart Big—then go smallYou can always “get there” (ID the purpose of the object/image)—but start by LOOKINGCan always start out with something familiar to practice analysis techniqueChange ROLES/HATS of observer: Ask…what would a COP say is going on?
Forms touse—These can be used to help students do some pre-thinking/pre-writing before discussing an image together as a classlinks/attachments on wiki for the documentsPrimary Source Analysis tool – LOCSTW Chart – attachment on wiki
From Picturing America Collection: James Karales: Selma-to-Montgomery March for Voting Rights in 1965 Partner Activity: Viewer & Sketcher—see next slides for sketches
Drawings from partner pair & sketch activity: Viewers & Sketchers - Choose two images for this activity - Have students pair up, and explain that they will take turns in the roles of viewer and sketcher - Viewer: Sees the image and describes it orally to the sketcher - Sketcher: Has back to image/does not see the image, and draws what the viewer describes to the sketcher—as accurately as possible, but only based on what the viewer shares with the sketcher - Show the first image once the sketcher’s back is turned away from projector screen - The viewer then describes what s/he sees while the sketcher draws
Drawings from partner pair & sketch
Graphic Novels are also useful for visual instruction—take panels and have students make inferences, even phrase them in the form of a TAKS question…
You can also cover or remove a panel, and have students create the missing link of the action. TOON DOO is also a great free tool for students to use to create their own comic strips or books.
This is the link to the wiki that includes additional instructional resources, lesson ideas, and more!
Where can you find great images/visual media? Some resources follow.
Also another site called Jigsaw planet http://www.jigsawplanet.com/?m=p&id=73ecc33a404d97b8
Must objectively describe what they see (5W’s)
Cannot say “clearly” / “obviously” </li></ul>Use three open-ended questions:<br />What's going on in this picture?<br />What do you see that makes you say that?<br />What more can we find?<br />3 Facilitation Techniques:<br />Paraphrase comments neutrally.<br />Point at the area being discussed.<br />Link contrasting and complementary comments.<br />Students are asked to:<br />Look carefully at image.<br />Talk about what they observe.<br />Back up their ideas with evidence.<br />Listen to and consider the views of others.<br />Discuss many possible interpretations.<br />Intro Video Example<br />Visual Analysis<br />Video Example<br />