Strategies that Work Visualising

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Strategies that WorkVisualising
Workshop 7
Debbie Draper, Julie Fullgrabe Sue Eden
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Visualisation overview

• Visualisation strategies for fiction and
  non-fiction texts

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Has visualising been taken into the hands of the
media and away from imaginations?
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Were children better visualisers before visual
texts became so accessible?
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Mu dictionary
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Quadrant A Analyse

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

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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

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Quadrant A Analyse

• Visualisation is important in our lives,
• Helpful for athletes, actors, musicians and
  teachers!
• Useful for setting goals and achieving tasks

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Quadrant D Synthesise

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

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Visualising
Quadrant C Personalise meaning

• Listen to the excerpt and imagine the person in
  the story

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Charlie and the Chocolate Factory images
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Quadrant C Personalise meaning

• 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?

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quadrant B-organise

• 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

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A summary of the main uses for visualising,
available on website
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quadrant B-organise

• Full of ideas

Great starting point
Comprehension shouldnt be silent Michelle J
Kelley Nicki Clausen-Grace
website
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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?

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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

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• Try this activity with an excerpt from
  Charlottes Web E.B White

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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

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Sketch to Stretch
Sketch Stretch
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
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Creating mental images that go beyond visualising
Remembering a past experience using all senses on
a concept map is a way of demonstrating
visualising or using a piece of text
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Visualising all aspects of a character
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Before , during and after reading visualisations
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Double-entry diary
What I visualised
How does this visualisation help me understand
the text better?
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Use poetry to encourage visualisation of imagery

• The fog comes
• on little cat feet.
• It sits looking
• over harbour and city
• on silent haunches
• and then moves on.
• From the Fog by Carl Sandburg 

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What kind of little cat feet did you visualise?
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The fog is compared to a cat
Skulking and silent but a presence all the same
The fog comes on little cat feet