Friday, 11 May 2018
Visual Strategies for learning - Donna (CoL)
Why use visual aids?
helps with generalisation
minimises problem behaviour
provide support for communication
provide structure or predictability to help with thinking
act as a motivator to reinforce social meaning
lets the child know what is going to happen
shows the sequence of events
Visuals can be
symbols - board making, writing with symbols
indicates what needs to be done and in what otder
provide information about what is going to happen
this helps to provide predictability and to help students understand routines which is an extremely important part of reducing stress
examples of social stories
Great website to use.
Rules and routines
using a visual to SHOW students what they should look like when they should be 'listening'
timers - "in 5 minutes"
a card that can be handed to an adult when they feel stressed
or the adult can hand it too the student when they feel a break is needed, especially to pre-empt an outburst
these are individualised, depending on the student
Visual aids for learning
Visual aids are the devices that help the teacher to clarify, establish, and correlate and co-ordinate precise conceptions understandings and appreciations and support him to make learning more actual, active, motivating, encouraging, significant and glowing.
Proper use of visual aids helps to retain more concept permanently.
Students can study well when they are inspired properly through different visual aids.
Visual aids grow the accurate image when the students see and hear properly.
Visual aids provide complete example for conceptual thinking.
Visual aids create the environment of interest for the students.
Visual aids helps to increase the vocabulary of the students.
Visual aids helps the teacher to get sometime and make learning permanent.
Visual aids provide direct experience to the students.
smiley face marking
use pictures to support the vocabulary students are learning because they might know the meaning, but might have forgotten the word. It gives them access back into the word.
Time tables and labels
Regular activities in the classroom
E.g. talk moves, reciprocal reading, sentence frames
Directions and learning goals