strategies that work visualising workshop 7 debbie draper, julie fullgrabe & sue eden

Strategies that WorkVisualising

Wor

ksho

p 7

Debbie D

raper, Julie Fullgrabe & Sue Eden

Visualisation overview

• Visualisation strategies for fiction and non-fiction texts

Has visualising been taken into the hands of the media and away from imaginations?

Were children better visualisers before visual texts became so accessible?

Mu dictionary

• When we visualise, we are in fact inferring, but with mental images rather than words and thoughts. (Harvey and Goudvis)

Quadrant A Analyse

• Visualisation can • Help me predict• Clarify something in a text• help see the characters• help see the events, setting• Go beyond seeing to smell, taste, hearing, feeling• elicit emotional and physical reactions• Help me to remember

Quadrant A Analyse

• Visualisation is important in our lives,• Helpful for athletes, actors, musicians and

teachers!• Useful for setting goals and achieving tasks

Quadrant A Analyse

• Visualising is like…. • Use the cards to make an analogy about

visualising

Quadrant D Synthesise

10

Visualising• Listen to the excerpt and imagine the person

in the story

Quadrant C Personalise meaning

Charlie and the Chocolate Factory images

11

• Was it possible to develop your own images after the many versions of this character?

• And how important is it that students learn that it is OK to have their own versions of a character or setting?

Quadrant C Personalise meaning

Fiction/Nonfiction can be used for visualising• Think alouds • Illustrating with drawing• Illustrating with text description• Focusing on all senses• Using imagery• Character descriptions• Understanding that visualising is an individual

organise• Double entry diary

quadrant B-organise

A summary of the main uses for visualising, available on website

Full of ideas

quadrant B-organise

website

Great starting point

Comprehension shouldn’t be silentMichelle J Kelley

Nicki Clausen-Grace

Draw a picture of your favourite part of the story…..

• Discuss whether this is a good way to monitor visualisations of readers

• What if drawing is challenging for learners?

RIDER

Read – read a sentence, paragraph, paragraphs

Imagine – imagine the picture/draw the picture

Describe – describe what your picture looks like

Evaluate – evaluate/check your picture matches the story

Read on – continue reading

• Try this activity with an excerpt from Charlotte’s Web E.B White

Sketch to stretch

• A technique that can be used while reading aloud or used when a text has no visual images.

• Take some words that have helped describe the sketch to fully explain the visualisation

Sketch to Stretch

SketchStretch

Sketch: Stretch

Sketch: Stretch

Sketch: Stretch

While you are reading, or just after you finish, sketch what you are visualising, then, in the stretch boxes, add to the sketches in words. You might choose to add emotions, feelings, descriptions or other information that adds to your sketch.

Kerry Gehling from AUSSIE Interactive

Remembering a past experience using all senses on a concept map is a way of demonstrating visualising or using a piece of text

Creating mental images that go beyond visualising

Visualising all aspects of a character

Before , during and after reading visualisations

Double-entry diaryWhat I visualised How does this visualisation help me

understand the text better?

Use poetry to encourage visualisation of imagery

The fog comeson little cat feet. It sits lookingover harbour and cityon silent haunchesand then moves on.“From the Fog by Carl Sandburg

What kind of little cat feet did you visualise?

The fog comes on little cat feet

The fog is compared to a cat

Skulking and silent but a presence all the same