Visual Learning: integration into teaching and learning

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Visual Learning: integration into teaching and learning by Mind Map: Visual Learning: integration into teaching and learning

1. Augmented Reality

1.1. MS Research

1.2. Media Scapes

2. Hardware

2.1. visualiser

2.2. GPS tracker

2.2.1. WikiTude

2.2.2. World Browser

2.3. IWB

2.3.1. Caution: new technologies can reinforce old ways of teaching.

2.3.2. Question: How to go from IWB to Integrate Digital Learning Systems?

2.3.3. Catalyst to Change Teaching

2.3.4. "Board" only as good as the questions we ask

2.3.5. Must become student tool

2.3.5.1. Beyond content delivery

2.3.5.2. Beyond remediation and practice

2.3.5.3. Beyond Teacher directed lessons

2.3.5.4. Beyond whole class

2.3.6. How "visual" are the boards? How much text. How many "powerpoint" type bulleted presentations?

2.4. Digital cameras

2.5. Digital video

2.6. Learning platforms

2.7. Personal Device

2.7.1. Teacher

2.7.2. Student

2.7.2.1. PDA

2.7.2.2. iPod Touch

2.7.2.3. iPhone

2.7.2.4. NetBook

2.8. Interactive Response Systems

2.8.1. SMART Senteo

2.8.2. Educlick

2.8.3. ActivVote

2.8.4. Turningpoint

2.8.5. Question: Are we using these devices mainly for lower level thinking (testing) or deeper questions that involve critical and creative thinking?

2.9. USB Microscope

3. Software

3.1. Channel 4 Clipbank

3.1.1. Online Video

3.1.1.1. WatchKnow

3.1.1.2. SchoolTube

3.1.1.3. Youtube

3.1.1.4. BBC Class Clips

3.1.1.5. BrainPop

3.1.1.6. United Steaming

3.1.1.7. National Geographic

3.2. Classroom Control Software

3.2.1. SynchronEyes

3.2.2. AB Tutor

3.2.3. NET Support

3.3. IWB Apps

3.3.1. Notebook

3.3.2. ActivInspire

3.4. Google SketchUp

3.5. Espresso

3.6. Voice Thread

3.7. Mind Mapping

3.7.1. Freemind

3.7.2. Importance of Diagram and Integrated outline

3.7.2.1. "left" and "right" brain thinking

3.7.2.2. Visual and Linear structure

3.7.3. Inspiration - more than mind mapping

3.7.3.1. Kidspiration

3.7.3.2. Webspiration (on-line)

3.7.3.3. UDL tool

3.7.3.3.1. Beyond Visual

3.7.3.3.2. embedded digital media

3.7.3.4. switch from map to linear text

3.7.3.5. Structure and Design to support thinking and understanding

4. Curriculum applications

4.1. Digital assets

4.1.1. Used for revision

4.1.2. Re-purposed for collaboration

4.1.3. Students prepare for forthcoming lessons

4.1.4. Close-up demonstrations of processes & techniques

4.1.5. Extended Learning

4.2. Written language

4.2.1. visual structure (writing frameworks)

4.2.2. colour to support construction and develop of ideas

4.2.3. images

4.2.3.1. Connections

4.2.3.2. Understanding

4.2.3.3. Memory

4.2.4. Inspiration software

4.2.4.1. visual structure integrated with linear structure

4.2.4.2. Visual (colour/image) to support development of written language

4.2.4.3. Record

4.2.4.3.1. support visual with embedded audio

4.2.4.3.2. support memory for writing

4.2.4.4. "Gradual Reveal"

4.2.4.4.1. Slowly reveal structure

4.2.4.4.2. reduce visual "clutter"

4.3. Concept Attainment

4.3.1. concept mapping

4.3.2. digital (beyond graphic) organizers

4.4. Critical Thinking

4.4.1. Visually structure ideas and thoughts

4.4.2. teach various methods and models

4.4.2.1. matrix

4.4.2.2. Charts

4.4.2.3. cycles

4.4.2.4. sequence

4.5. Reading Comprehension

4.5.1. strategies

4.5.2. practice

4.5.3. voting

4.5.4. visual support

4.6. Pre teaching concept evaluation

4.6.1. Post teaching re-evaluation

4.6.2. shared knowledge gathering

4.6.3. enhancing planning for differentiated delivery

4.7. Visual Literacy

4.7.1. How can pupils engage with visual learning unless visual literacy is being developed as a refined skill?

5. Pedagogical applications

5.1. Professional Learning beyond Staff development

5.2. Skills-based CPD

5.3. Changing teaching and learning

5.3.1. Beyond linear - note taking, words only, text-bound information

5.3.2. Teaching beyond our own preferred learning style

5.4. Cross-curricular resource use

5.5. warning: cognitive overload

5.5.1. can be avoided through structure, design colour and image

5.6. Universal Design for Learning

5.7. Problem-based and Project-based Learning

6. Case studies

6.1. Ford Madox Brown painting

6.2. The National Gallery

7. Enhanced outcomes

7.1. ICT CPD

7.1.1. Increased staff confidence & competence

7.1.1.1. Long term process

7.1.1.2. related to professional learning - teachers need to see the importance related to their professional growth

7.1.1.3. Integrate with what teachers are already doing well/on-going district initiatives. Teachers are the "learning natives" - use their knowledge and build on it

7.2. Supporting diverse learning styles

7.2.1. Integrate addition software to support learning

7.2.1.1. OCR

7.2.1.2. Speech to Text

7.2.1.3. Text to Speech

7.2.1.4. Word Prediction

7.3. Future Workforce

7.4. More time to TEACH

7.5. Understanding not memorization

8. Role of CLCs

8.1. Disseminating new hardware/software

8.2. Skills workshops

8.2.1. Training vs. Learning

8.2.1.1. All about software vs. All about Teaching and learning

8.2.1.2. Using the Software vs Supporting and Enhancing Learning

8.2.1.3. The Task vs. The People

8.2.1.4. How To vs. Then What?

8.2.1.4.1. What will this look, sound and feel like back in my classroom?

8.3. curriculum projects

8.3.1. Invention Sessions - Create, learn, share resources and understanding

8.4. Range of CPD

8.5. Outreach

8.5.1. Primary/ Feeder schools

8.5.2. Partner Schools

8.5.3. Special Schools

8.6. ITT

8.7. Variety of Learning Opportunities

8.7.1. Focus on students and learning rather than software and skills

8.7.2. Good Article by Jamie McKenzie - http://staffdevelop.org/adult.html

8.8. Coach

9. Online Resources

9.1. Animoto

9.2. Visual browser

9.3. Mind meister

9.4. Flickr

9.5. Visual Search Engines

9.6. Visual Thesaurus

9.7. Webspiration

10. New node