Giftedness Lavetta Collins Victoria Bradley These learners think in pictures keen visual memory Visualize their learning School learning model does not match the visualspatial learning style ID: 578780
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Slide1
Visual/Spatial Giftedness
Lavetta
Collins
Victoria BradleySlide2
These learners think in pictures; keen visual memory
Visualize their learning
School learning model does not match the visual/spatial learning styleOften misidentified and noted as average learnersTends to share this learning trait with at least one parentThrives on complexity; high abstract reasoning abilityDifferent sense of humourDay dreamer - rich fantasy life; creative, imaginativeBetter at mathematical analysis than computationBetter at reading comprehension than decodingFascinated by computers, especially computer graphics (if male)Avid television watcherLoves music
Visual/Spatial LearnersSlide3
A large amount of scatter on the sub-test scores of a formal IQ assessment A history of any allergies, food intolerance, asthma, ear, nose and throat infections, tonsillitis, sinusitis
Inattentive and easily distracted
Poor short term memory/good long-term memory Is very disorganized, has difficulty finishing tasks/school work Likes complex ideas and tasks and does well on them yet often fails at simple things Has a poor sense of time Has extreme physical sensitivities (noise, light, feeling)Does not maintain eye contact, often seems not to be listening Has poor handwriting, difficulty keeping in the lines or grips the pen and presses very hard Loves Lego, puzzles, jigsaws, computer games, television, making things Likes art and/or music Reads well silently but has difficulty with reading aloud Has difficulty with spelling and/or times tables Can remember the way somewhere after going there only once Has a vivid imagination and/or disturbing dreams http://www.giftedservices.com.au/StartingPoints/VisualSpatial.htmlCharacteristics of the Visual/Spatial Gifted LearnerSlide4
General AccommodationsGroup with other gifted learners
Group with “high-flyers”
Do not group with lower level students when remediatingThematic instructionEncourage creative expression such as making transformations (use a common task/item in a different way)Encourage independent studyAllow student to be in charge of their learning (learning centers)Refrain from having students do more work (differentiate) and from drill and practiceCompact curriculum to focus on what is not already knownGroupingCurriculumSlide5
More General Accommodations
Room that encourages creativity & discovery
Flexible seatingExtra curricular activitiesEncourage risk takingProvide a variety of reading materialsAllow for mobility in the roomSomething to do when work is finished earlyAllow choices in their learningHelp in goal setting and attainmentEnvironmentClassroom Management
Assessment
Evaluate individually
Pre
-assess
in order to adapt unit to fit to individual studentsSlide6
Poor auditory memory, does not remember three step instructionsdifficulty
memorising facts, poor at subject areas that require rote
memorization (multiplication, phonics, spelling, etc.)Often finds easy work difficultPerforms poorly or not at all on timed testsEasily distracted and can appear inattentive in classDisorganised, forgets detailsHates drill and repetition“Forgets" written homework assignmentsSubmits short, sloppy work of poor qualityHandwriting laboured and difficult to readImpulsive, tends to act first and think laterMisidentified because the typical gifted traits are not prevalent in the traits of the visual/spatial gifted learnerSlide7
Resources
www.giftedservices.com.au/StartingPoints/VisualSpatial.html
www.grandviewlibrary.org/CurriculumAdaptations/General_Gifted.pdfLesley Sword Gifted & Creative Services Australia; (www.giftedservices.com.au) 20 Kestrel Court Vic 3201 Australia