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Hello everyone! Today I´m going to talk about a very interesting and curious methodology.
I will talk about VISUAL THINKING
First of all, what is it? It is a methodological technique that serves to represent and organize thoughts by means of drawings. In this way, students assimilate information quickly and directly.
What process does Visual Thinking follow?
What process does Visual Thinking follow?
This methodology has been developed almost entirely by Dan Roam. This has developed the work process of the same.
1. Look: the visual information we obtain will be the basis on which we will later be inspired and from which to extract knowledge.
2. Reflect: in this phase we must try to remember if we have seen something similar before.
3. Imagine: it is the most creative phase in which we interpret and manipulate the elements that we have observed to make them more understandable.
4. Sample: it is the last phase in which we share what we understand what what we have seen means.
How to apply the VT in the classroom?
How to apply the VT in the classroom?
To start implementing it in the classroom, we need to have tools such as pencils, paper and markers. We can also help ourselves with applications or web pages that help develop visual thinking. We have the advantage that there is a blackboard in all the classrooms, we can use it to draw the ideas that we want to convey. The murals are a good way to get into Visual Thinking, because the students can also participate in them. Finally, talk about a series of exercises that can be carried out in the classroom:
- Check-in/Check-out: students must express how they feel before starting a topic and at the end using emoticons. You can repeat this exercise throughout the course and at the end see the evolution of the students.
- Visual presentation of the topic: the teacher chooses two students, they must illustrate the same with drawings while the teacher gives explanations about the concepts. This encourages participation in the classroom and maintains the focus on the students.
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