Vsa final
- 1. UDL and Integrating Visual Literacy across the Curriculum
- 3. Part 1: UDL
- 4. Framework
- 6. Illustrator's Note: My illustration was supposed to represent sorrow and grief. I used colors to describe how I felt about the war. How I felt about the war is kind of like how I feel when people are making fun of me, it hurts. It does not hurt nearly as much as what the Jews were put through. But I want to make it clear to people that even though others are different don’t pick on them. Not Me Lonely, cold. Nazi is part of me. I am a stranger to myself. I am a T R A I T O R Who knows why? Not me. Not me. NOT ME. I feel empty and heartless. Destroying my motherland. This person really isn’t me. My heart is dying. Frozen, shattered. No. This is not me. I am gone… Holocaust Unit
- 7. Some Elements of Visual Literacy c o l o r Scale Part 2: visual elements Symbolic Shape juxtaposition &
- 8. Color
- 11. symbolism
- 17. You are the artist Part 3: the assignment
- 18. The Assignment 30 minutes Select the media Reflect on your emotional reaction Experiment with medium Create a visual representation Create an artist’s note Share (optional)
- 20. "All of us are watchers - of television, of time clocks, of traffic on the freeway - but few of us are observers. Everyone is looking, not many are seeing.” - Peter M. Leschak
- 21. Visual Literacy means being able to: Interpret, understand and appreciate the meaning of visual messages Communicate more effectively by applying the basic principals and concepts of visual design Produce visual messages using computers and other technologies Use visual thinking to conceptualize solutions to problems Part 2: visual literacy Part 4: Implications for teaching & learning
- 22. Humans process visuals 60,000 times faster than text
- 23. Appropriately illustrated materials can boost: long term learning and application of that learning up to 89% recall up to 42%
- 24. Using color can increase motivation & participation by up to 80% Color visuals increase willingness to read by up to 80% Using color enhances learning and improves retention by more than 75%
- 27. Photosynthesis: Did you know that plants can make their own food? They can’t grill a burger or bake a pizza, but they can take energy from the sun and create chemical energy in the form of food. Organisms that can create their own food are called autotrophs. While organisms that get their food from other organisms are called heerotrophs. You see, autotrophs like plants perform an amazing process called photosynthesis. Science
- 34. Wonder of MSWord
- 36. Google Earth
- 37. Math
- 39. “ It’s time not only for students to read or consume images, but also to write or produce them in ways that let the students’ values, feelings and achievements take center stage.”
- 40. What now?
Editor's Notes
- #2: Welcome: introductions, what to expect, does everyone have everything they need, explain this learning environment.disclaimer re: limited for visually impaired Learning goals for workshop participants: 1. understand visual elements and how to use them to communicate 2. learn new ways to use visual elements to support learning 3. practice identifying UDL features 4. start to think about how UDL is and can be incorporated into your learning environment Part1: UDL overview Part2: Visual elements Part3: The assignment: Image creation, sharing and discussion Part4: Teaching with images Part5:What next?
- #3: The challenge for us and for society is to ensure that everyone has the opportunity to contribute and participate, especially when it comes to learning but humans are a diverse group, everyone has different backgrounds, needs, and preferences.
- #4: Viewing curriculum through the lens of UDL. This concept “Change the curriculum not the student” is key to understanding how UDL works a shift in understanding of the challenge of education: not to “fix” the child who has a problem, but to “fix” the curriculum (goals, methods, materials, and assessments) so that it can meet diverse learner needs Supports for diverse learners are built in from the start Frequently more effective for all learners, even the “typically developing”
- #6: So how does UDL get everybody in the door??? Let’s explore an abbreviated lesson used in 6 th grade language arts classes as part of a culminating activity after reading holocaust literature.
- #7: Part 3: The assignment: Middle school LA culminating assignment after reading holocaust novels( A Traitor Among Us, Devils Arithmetic or Number the Stars) and poetry unit.
- #8: Color, scale and juxtaposition, symbolism and shape are some, not all, visual elements. There is overlap of use and meaning among the elements.
- #9: Color is an element with a strong tie to our emotions. They can be symbolic, associative and evocative When you view an image—like when you are presented with a lesson, all three brain networks are at work. Your recognition network rapidly identifies objects and discerns the overall context. Your strategic network determines how you examine the image and what information you will gain from it. And your affective network determines how long and how carefully you look. All three networks together determine what you actually see and understand. Color evokes and contributes to meaning in powerful ways. Color is the basic building block of visual literacy. Color evokes a specific emotional response. We are biologically programmed to respond to colors we see.
- #11: Scale is often used to indicate the importance of something it can also be used to clarify our understanding of the size of objects
- #12: Are there other symbols you can think of?
- #13: Discussion of color, symbol, shape and scale elements
- #14: Discussion of color, symbol, shape and scale elements
- #15: Discussion of color and shape elements
- #16: Discussion of impact of color, scale and shape elements
- #17: Discussion of color, symbol, shape and scale elements
- #18: You have seen that you can create powerful images using only color, shape and intention. Anyone can do this!
- #19: Choose an assignment: media to respond to: music or poem Choose a medium -watercolors, cut and paste, digital, oil pastels, charcoal-you can use more than one Experiment/considering the elements discussed (color, shape, symbolic, image selection, juxtaposition, scale) Using the elements discussed create an image and an artist note, use the template for support Share work
- #21: Part 4: Implications for teaching and learning One of the underutilized ways to support and engage learners is through the understanding of visual literacy
- #22: Definition of Visual literacy presented by Jerry Christopherson: Visual Literacy = knowledge of basic visual elements to understand the meaning And communicate meaning
- #23: Research by 3M Corp “ humans process visuals an astounding 60,000 times faster than text” This is because the visual channel in the brain manipulates image elements simultaneously, while the linguistic channel functions in a linear, sequential manner.) Robert Lindstrom (1999) nerve cells account for 30% of the brains cortex, 8% for touch, 3% for hearing no wonder we conceive the world and communicate in visual terms—a full color image is the equivalent of a megabyte of data in a fraction of a second we recall or retain information 80% better if image is in color Images are stored in long term memory
- #24: Mayer research: Transfer (long term learning and application of that learning is boosed by 89% Recent studies have shown that appropriately illustrated materials can boost recall up to 42%, and transfer up to 89%.
- #25: Color visuals increase willingness to read by up to 80% Using color can increase motivation & particpation by up to 80%. Let’s look at some examples of how to support the diverse learners
- #26: Discussion of scale and color in media
- #29: Comics in science –courtesy of Neil Cohn
- #32: Graphic organizers
- #36: Sources: US Census Bureau, Landscan 2003/UT-Battelle,LLC, Time Graphic by Joe Lertola
- #37: Viewing, creating and sharing information
- #38: Shodor math site for visual and maniplatives
- #39: http://www.dtc.scott.k12.ky.us/technology/digitalstorytelling/longvowel.t1.mov
- #40: Make students creators of content for better understanding, authentic learning, engagement
- #41: What are you already doing that supports the diverse learners in your classrooms? Using the guidelines and what we’ve talked about here today what else can you do?