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Strategies for Visual/Concept Imagery Instruction

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Allison Andersen Mormann

on 5 November 2013

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Transcript of Strategies for Visual/Concept Imagery Instruction

Strategies for Visual/Concept Imagery Instruction
November 5, 2013
Robin Hammons
Nicole Amstutz
Symbol Imagery
Concept Imagery
"If I can't picture it, I can't understand it"
-Albert Einstein

Imagery-Language Connection
- Imagery is the sensory base of language and thought, connecting us to the incoming language and linking us to and from prior knowledge and past experiences
- Without the sensory information of imagery, words have no meaning
-Imagery includes not only static representations of objects, but also dynamic representations of action sequences and relationships between objects and events
- DYNAMIC type of imagery for processing wholes
- rapidly depicts actions, scenes, faces, movements,
-Characteristics of good Concept Imagery:
good language comprehension
gets the big picture
thinks critically and logically
gets the main idea
can infer, predict, evaluate
understands humor
-If student is weak in concept imagery, it is more
difficult to figure out strategies to fix the problem
-Static type of imagery for processing parts
-Create representations for sounds and letters, numbers in math, and specific facts
-Characteristics of good Symbolic Imagery:
word reading
word spelling
phonological processing
word attack
word recognition
-If student has difficulty with symbol
imagery, it is easier to fix
The ability to image seems to be assumed.
What can you do to
teach concept imagery?
Start with
Imagining a Picture
Structure Words
provide the framework to describe the sensory/concept imagery
-to stimulate thinking and learning
-brings sensory information to the consciousness
-try to stay away from "yes/no" questions
Possible cause and contributors of weak concept
imagery could be lack of stimulation
-radio and record stories promoted imagery
-T.V. and video games provide the imagery
for you

Daily stimulation of concept imagery is important
for students that are weak in this area.
How to apply to Writing
Writing is also an imaged thought
Many students with poor language comprehension have poor writing skills because they lack imagery
Have the student give you their verbal imagery first, then write
Go back through the structure words to add details for revision
Once that skill is underground
- noun/word imaging
-sentence imaging
-3-4 sentences with higher level
questions to find main idea,
infer, predict etc...
Let's practice...
A few tips:
choose a simple picture
look at the picture before
always start with the "what" structure word
ask the student's "what did you picture" or "what did you see"
have the students answer by saying "I pictured...
- Currently our procedures for
developing reading comprehension
do not explicitly develop imagery
- we just ask the student to think
about what he/she read
Full transcript