Browsing through some sites that cater to visual-spatial learners, I found some recurring characteristics common to this type of learner (thinker). As their name suggests, visual-
spatial learners learn best by seeing and watching as he/she thinks primarily in pictures and relates well to the space surrounding them. While they are able to more easily see the big picture, small details may be missed. Visual-spatial learners read maps well, but struggle with oral directions - which explains why they have such a difficult time listening to speeches from a speaker. These learners do better when they can see a task being preformed rather than just listening to the directions on how to perform it. It is very helpful to show visual-spatial learners an example of the completed project or the desired outcome.
With regard to spelling, visual-spatial learners learn whole words easily and don’t respond as well to phonics-based strategies. They must visualize words to spell them instead of sounding them out. The visual-spatial learner usually writes messily and will prefer keyboarding. They have a tendency to develop their own methods of problem solving and dislike showing steps used to arrive at a solution as solutions are reached intuitively.
Visual-spatial students prefer giving illustrations of the information that they learn. Graphs, charts, handouts that offer stimulating pictures, colors, and visual props appeal to them. Visual stimulation is very important to visual learners. Because of their propensity toward disorganization, it comes as no surprise that visual learners may feel the need to create lists or organizers to keep them focused and on-track.
http://education.families.com/blog/characteristics-of-visual-learners
Also in my search, I came across a fun gimmick that could support preliminary diagnostic assessments when trying to identify visual-spatial learners. The writer of this article, Steven C. Haas refers to this game as “Flip-Turn.” Mr. Haas explains:
“All it takes is any textbook-size book. ay the closed book in front of the student in a position as if it were to be opened. The rules are simple. A flip means reach over, grab the left side of the book and flip it over to the right; a turn means rotate the book clockwise 90 degrees. Then, start out with a single command, like ‘Flip!’ Have the students move the book into the correct position. Then
try a double command, like ‘Turn, flip!’ Again, have the students move the book into position, but directly, WITHOUT going through each step. Most auditory-sequential types can handle two commands, but at three or four, they fall apart. VSLs ‘see’ it move in their mind’s eye and then just put it in the correct position.
Mr. Haas PDF can be found at:
http://www.visualspatial.org/Articles/classid.pdf
spatial learners learn best by seeing and watching as he/she thinks primarily in pictures and relates well to the space surrounding them. While they are able to more easily see the big picture, small details may be missed. Visual-spatial learners read maps well, but struggle with oral directions - which explains why they have such a difficult time listening to speeches from a speaker. These learners do better when they can see a task being preformed rather than just listening to the directions on how to perform it. It is very helpful to show visual-spatial learners an example of the completed project or the desired outcome.With regard to spelling, visual-spatial learners learn whole words easily and don’t respond as well to phonics-based strategies. They must visualize words to spell them instead of sounding them out. The visual-spatial learner usually writes messily and will prefer keyboarding. They have a tendency to develop their own methods of problem solving and dislike showing steps used to arrive at a solution as solutions are reached intuitively.
Visual-spatial students prefer giving illustrations of the information that they learn. Graphs, charts, handouts that offer stimulating pictures, colors, and visual props appeal to them. Visual stimulation is very important to visual learners. Because of their propensity toward disorganization, it comes as no surprise that visual learners may feel the need to create lists or organizers to keep them focused and on-track.
http://education.families.com/blog/characteristics-of-visual-learners
Also in my search, I came across a fun gimmick that could support preliminary diagnostic assessments when trying to identify visual-spatial learners. The writer of this article, Steven C. Haas refers to this game as “Flip-Turn.” Mr. Haas explains:
“All it takes is any textbook-size book. ay the closed book in front of the student in a position as if it were to be opened. The rules are simple. A flip means reach over, grab the left side of the book and flip it over to the right; a turn means rotate the book clockwise 90 degrees. Then, start out with a single command, like ‘Flip!’ Have the students move the book into the correct position. Then
try a double command, like ‘Turn, flip!’ Again, have the students move the book into position, but directly, WITHOUT going through each step. Most auditory-sequential types can handle two commands, but at three or four, they fall apart. VSLs ‘see’ it move in their mind’s eye and then just put it in the correct position.Mr. Haas PDF can be found at:
http://www.visualspatial.org/Articles/classid.pdf
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