Teachers Network
Translate Translate English to Chinese Translate English to French
  Translate English to German Translate English to Italian Translate English to Japan
  Translate English to Korean Russian Translate English to Spanish
Lesson Plan Search
Proud New Owners of teachnet.org... We're Very Flattered... But Please Stop Copying this Site. Thank You.
Our Lesson Plans
TeachNet Curriculum Units
Classroom Specials
Popular Teacher Designed Activities
TeachNet NYC Dirctory of Lesson Plans

VIDEOS FOR TEACHERS
RESOURCES
Teachers Network Leadership Institute
How-To Articles
Videos About Teaching
Effective Teachers Website
Lesson Plans
TeachNet Curriculum Units
Classroom Specials
Teacher Research
For NYC Teachers
For New Teachers
HOW-TO ARTICLES
TEACHER RESEARCH
LINKS

GRANT WINNERS
TeachNet Grant:
Lesson Plans
2010
TeachNet Grant Winners
2009
TeachNet Grant Winners
Adaptor Grant Winners
2008
TeachNet Grant Winners
Adaptor Grant Winners
2007
TeachNet Grant Winners
Adaptor Grant Winners
Other Grant Winners
Power-to-Learn
Math and Science Learning
Ready-Set-Tech
Impact II
Grant Resources
Grant How-To's
Free Resources for Teachers
ABOUT
Our Mission
Funders
   Pacesetters
   Benefactors
   Donors
   Sponsors
   Contributors
   Friends
Press
   Articles
   Press Releases
Awards
   Cine
   Silver Reel
   2002 Educational Publishers Award

Sitemap

How To: Adjust Your Teaching Style to Your Students' Learning Style
How to Home
How To: Adjust Your Teaching Styles to Students' Learning Styles
How To: Develop as a Professional
How To: Implement Standards, Curriculum, and Assessment

Teaching Students to See in Their Mind's Eye
Benna Golubtchik

We live in a world with constant visual stimuli. Students who can  construct pictures in their mind's eye (visual memory) can use this skill to  recall information. Recalling information is a prerequisite for developing  higher order thinking skills. You can help students develop this skill  through some of the exercises that follow. You can repeat these ideas,  adding more complexity as time goes on.

  1. Give each student an envelope with four common objects, such as a pencil,  paper clip, rubber band, and coin. Have the same objects on an overhead  projector. Show them for five seconds, and then cover the objects. Have the  students duplicate the pattern. 

    1. A.) Alter the pattern, either the number of objects or their relative  positions. Again, have students duplicate the pattern. Repeat giving  students different time intervals.
    2. B.) Repeat the procedure, but have them describe your pattern instead of  physically duplicating it. You are now incorporating tactile and kinesthetic skills.

  2. Have them close their eyes and describe what they are wearing in great  detail.
    1. A.) Repeat, but have them describe what you are wearing.
    2. B.) Repeat, but have them describe another student's attire.

  3. Have students close their eyes and describe a room in their home with as 
    much detail as possible. 
    1. Have them draw or write this description. 
    2. When they go home, they can compare their results to the real thing.
  4. Have them picture something familiar, such as a dog. Ask specific  visualizing questions, such as it's color, size, and shape.  Tactile/kinesthetic learners might also include its feel and texture.  Auditory learners might recall the sound of it's barking.

  5. Have a student stand in front of the class. The class has ten seconds to  look and observe. The student goes outside and changes five things. She comes back in, and students look again, trying to determine what has changed. The  student might roll a cuff, remove an earring, or button a button. 

  6. Have the students locate a specific page in a textbook that has a  well-outlined picture. At your signal, have them open the book for a few  seconds, trace the outline of the picture, and then close the book. With  books closed, have them outline the figure on their desks.
    1. Repeat with a new page, but this time have them describe what they  saw to a neighbor, instead of outlining the figure the second time.
    2. Repeat using another page, but now have them sketch the outline of  the page without tracing it first.
    3. Next have them go back to the same page and look for greater detail.

Always have students discuss their experiences, explaining which methods  worked best for them. This will give you clues to their preferred learning styles. See, "How to Recognize Learning Styles."

 

Come across an outdated link?
Please visit The Wayback Machine to find what you are looking for.

 

Journey Back to the Great Before