Visual Learner Quotes

Teachers should be made aware of visual stress symptoms and the potential difference coloured lights, overlays and lenses could make to a learners perception.

Richard Felder is co-developer of the Index of Learning Styles. He suggests that there are eight different learning styles. Active learners absorb material best by applying it in some fashion or explaining it to others. Reflective learners prefer to consider the material before doing anything with it. Sensing learners like learning facts and tend to be good with details. Intuitive learners like to identify the relationships between things and are comfortable with abstract concepts. Visual learners remember best what they see, while verbal learners do better with written and spoken explanations. Sequential learners like to learn by following a process from one logical step to the next, while global learners tend to make cognitive leaps, continuously taking in information until they “get it.

When the phonograms and rules of English are taught in a systematic manner through solid, multimodality teaching methods which develop visual muscle memory, prevent reversals, and address the needs of all types of learners, we will be on our way to solving the literacy crisis for all its current victims and preventing it in future generations.

My aim is to sort the jumble of information we throw at these children and present it in such a way that they will have a greater chance of achieving independence and fulfilment.

There is a schism in me, between the erotic and the intimate. One, by definition, negates the other. For me the pursuit of sensuality for its own sake without the confines of emotional expectation or history is a freeing of the libido, standing outside of marriage, conception, emotional obligation. The subject becomes object. Object is the ascetic, the visual moment, no past, no future, just the moment of orgasm. This is not exclusively male territory. The encounter is, by its very nature, transitory.

We know that children with autism like order, that they are often very visual and that they can be quite literal. They deserve beautiful resources and symbols that make sense. If a picture does not explain visually, it is pointless and the child will stop looking to the pictures for information.

If coloured lenses can potentially stop the world seeming fragmented and put an end to nightmare distortions, then the learner with autism who shows signs of visual stress deserves to be screened.

Some researchers used to believe that people had different learning styles—that some people are right brain and some are left brain; some are auditory and some are visual learners. There’s almost no credible evidence to support this view. Instead,

The visual-spatial learner thinks primarily with images, learns concepts all at once, sees the big picture, learns best by seeing relationships, and learns complex concepts easily but struggles with easy skills. One possible explanation for dyslexia is that some children who are right-brained learners find it much easier to think about new information and solve problems using their visual-spatial strategies. Over time, they reinforce their own tendencies toward relying on imagery and intuitive thought processes, and fail to develop strong brain pathways for thinking with the sounds of language. Thus,

To begin, look over the chapters by glancing at the content on the pages. Set aside about 30 minutes every four to five hours or three times a day and look at the bold words, pictures, and highlighted sentences. Nursing exams generally test on multiple chapters so it is important you start this process as soon as you can. Ideally, begin immediately after you have taken your last exam so you can get a head start on new material. This step helps you recognize the words and familiarizes you with the content. After several times of looking at a word read the definition. As you read the definition notice how you are able to focus on what the word means. Doing this simple step can eliminate reading without understanding. We must see a word several times before our brain flags it as important. That is why after the third or fourth time you look over information you finally say to yourself, “Okay, I have heard and seen this several times and I must know more about it!” Once you have reached that point you will find yourself directing all of your attention to the word’s definition. And that motivation is because you have seen it so many times. There is still a problem though, because in nursing school there are thousands upon thousands of words. By just reading you rely on vision to get you through and retain all of this knowledge. Although this is possible, and has probably worked in the past, this is not an ideal way to study for nursing classes. After you look at the words and read the definitions a few times, go back and underline each word and definition. This helps you engage the body by adding movement. Then say the words and definitions out loud. Doing so engages the three senses of sight, touch, and sound. You are also using all three learning styles, which are visual, auditory, and kinesthetic. No matter what type of learner you are predominately, if you constantly use all three styles it helps to lock the information into your brain. I have also noticed that these steps train you to have a photographic memory. This is especially important when there is a long chart you need to memorize. For example, in pediatric nursing you need to know a very extensive growth and development chart, and if you do not have kids yet it can be extremely foreign. At first, incorporating this new study method may be challenging. But once you start using it and see your exam results rise, you will never turn back. After

Relevant visuals have one of the highest effect sizes of 1.4 for novice learners. In addition, learners like them! Don’t shortchange or abuse this important instructional method. Remember to keep visuals simple based on the goal of your explanation. Excluding extraneous or distracting visuals also has a very high effect size of 1.66, so maximize the value of your visuals by keeping them relevant to your learning objective.

Some learners may grasp information quicker or more efficiently through visual or auditory means compared to printed text. Also, learning and transfer of learning occur when multiple representations are used, because these allow learners to make connections within, as well as between, concepts.

Did you just mime murder?" -Wren "I'm a visual learner." - Riley

Changing things in education involves hard work, determination and an ability to swim against the tide.

Teachers should not fear going off plan if a better learning opportunity presents itself. Plans are plans, but children are living, breathing, creative people, who deserve to have their questions answered and original ideas explored.

What do we want most for our children? What's most important in the grand scheme of things? We want them to grow up and be happy.

If their students aren't learning, then they are not teaching. Adapt to global, auditory, tactile & visual learners.

Rather than pigeon-holing learners into aural, visual, verbal, etc. types, Pashler et al. ‘think the primary focus should be on identifying and introducing the experiences, activities, and challenges that enhance everybody’s learning (2008: 117). ‘Given the capacity of humans to learn, it seems especially important to keep all avenues, options, and aspirations open’ (ibid.). Besides, an approach that focuses on what learners have in common, rather than on what differentiates them, is ultimately more practicable. The alternative – small groups of like-minded learners getting individualized instruction – is a luxury few educational institutions or systems can afford, even if there were any psychological basis for it.

Our visuals must represent the truth and decode the verbal jumble so these children can find the right direction.

3. Develop a personal learning style Having known your personal profile, you can pick the learning style that can give you the most benefits. There are three common types of learning styles; Visual, Auditory and Kinesthetic. By identifying the learning style that best suit your profile, you will be able to maximize your strengths and compensate for your weaknesses. Visual Learning – If your dyslexia isn’t anything related to your visual processing or any visual dyslexia, this learning type may just suit you. Visual learners like to see things with the eyes. They likely think in pictures and uses different illustrations, diagrams, charts, graphs, videos and mind maps when they study. If you are a visual learner it will be useful to rewrite notes, put information on post-it notes and stick it everywhere, and to re-create images in the mind. Auditory Learning – Auditory learners, on the other hand, think in verbal words rather than in pictures. The best they can do to learn is to tape the information and replay it. It also helps if they discuss the materials that must be learned with others by participating in class discussions, asking questions to their teachers and even trying teaching others. It is also helpful to use audio books and read aloud when trying to memorize information. Kinesthetic Learning – Kinesthetic learners are those who are better to learn with direct exposure to the activity. They are the ‘hands-on’ people and learn best when they actually do something. For them, wiring a circuit board would be much more informative than listening to a lecture about circuits or reading a text book or about it. However, it may also help to underline important terms and meanings and highlight them with bright colors, write notes in the margin when learning from text and repeat information while walking. 4. Don’t force your mind Don’t force your mind to do something beyond your ability. Don’t force yourself to enter a library and finish reading a shelf of books in one day. Be patient on yourself. Take everything slowly and learn step by step. Do not also push yourself if you are not in the mood to read, it will just cause you unnecessary stress. 5.

When images have ALT text, screen readers can produce a verbal description of the image, which allows learners with visual impairments to understand the image content.

A tear broke out but I wore it proudly. Sometimes it was better to show someone the hurt they brought upon you. Sometimes people were visual learners.

Let’s take this line of thinking one step further. Let’s assume you want your child to be a hard worker, but if you’re continuously belittling them for falling short, not working hard enough, or failing to meet your standard of what defines a hard worker, they will likely only become discouraged. Rather, consider speaking to your child as if they are already a hard worker (the way you want them to be), even if they aren’t yet there. Use language such as “you are a 100% effort person,” essentially willing their hardworking-ness into life. Even if your child has not yet achieved this point, you can vocalize the positive version of what’s to come, providing your child with a visual of who they want to become and a path to follow. When this is done, your child will be clear on the goal of who they should be striving to be. In her book Mindset, Dr. Carol Dweck,2 a professor at Stanford University and one of the globally recognized leading researchers in personality, social psychology, and developmental psychology, discusses another crucial element of providing effective feedback. Dr. Dweck discusses how praising a student for getting good grades by attributing this success to their natural abilities is actually detrimental feedback. Similarly, telling a child they did a great job, even if they really didn’t, can set them back, giving them a false sense of confidence. The more effective alternative is to focus on their effort during the project and not the results. If they get a good grade but didn’t work hard for the grade, then the feedback should focus on their effort. The goal is not just good grades. The goal is to instill good habits in learning. So, it’s important that the feedback you provide reflects this goal. A 2020 analysis3 explored the role of feedback in education and found that valuable feedback is critical to a child’s overall success and development. Specifically, feedback was shown to have a higher impact on academic achievement and the development of motor skills.

The Four Dominant Learning Styles What are the Four Types of Learners? If you have spent any considerable amount of time in a learning institution, you know for almost a fact that each learner is different from the next. It is relatively easy to pick out the differences among learners. For instance, you can identify a student who has an easier time retaining information when presented in a particular format. Until recent decades, education seemed to be incredibly rigid towards the learners. Most often than not, they were subjected to a one-size-fits-all model that never accommodated for the differences in learning. However, research and studies made tremendous strides in identifying and reconciling these discrepancies. Nowadays, educators are developing strategies that help them reach out to each student's specific learning style. This gives each learner a fair chance at acquiring an education. This article seeks to breakdown the four main ways that learners acquire, process, and retain information. Visual Learners Information is optimally acquired and processed for this type of learners when conveyed in graphic or diagrammatic form. Such students retain content when it is presented as diagrams, charts, etcetera with much more ease. Some of them also lean towards pictures and videos at times. These learners tend to better at processing robust information rather than bits and pieces. This makes them holistic learners. Hence, they derive more value from summarized visual aids as opposed to segments. Auditory Learners On the other hand, these students learn more by processing information that has been delivered verbally. Such students are also more attentive to their instructors in class. Sometimes, they will do so at the expense of taking notes which can sometimes be mistaken for subpar engagement. Such learners will also thrive in group discussions where they get to talk through schoolwork with their peers. This not only reinforces their understanding but also presents an excellent opportunity to learn from others. Similarly, they can obtain significant value from reading out what they have written. Reading/Writing Learners These students lean more towards written information. For as long as they read through the content, they stand a better chance at retaining it. Such students prefer text-heavy learning. Thus, written assignments, handouts in class, or even taking notes are their most effective learning modes. Kinesthetic Learners Essentially, these students learn by doing. These are the students that rely on hands-on participation in class. For as long as they are physically proactive in the learning process, such learners stand a better chance at retaining and retrieving the knowledge acquired. This also earns them the popular term, tactile learners, since they tend to engage most of their sense in the learning process. As you would expect, such leaners have the most difficulties in conventional learning institutions. However, they tend to thrive in practical-oriented set-ups, such as workshops and laboratories. These four modalities will provide sufficient background knowledge on learning styles for you to formulate your own assessment. Ask yourself first, no less, what type of a learner are you?

the left hemisphere of the brain is more specialised in processing linguistic and sequential information, while the right hemisphere is better in dealing with visual and spatial information. In other words, learners with the preference of auditory-sequential style predominantly use the left hemisphere, while the learners with the visual-spatial preference mostly use the right hemisphere.

findings that visual-spatial learners, or creative/gifted learners, as they are highly likely to be categorised, are more likely to develop negative images of themselves as well as of society at large, when their requirements/values/ideals and preferences are not met for a prolonged period of time.

Using the characterisation of left and right hemispheric functions of the brain (Silverman, 2002), we can infer that concrete experience and active experimentation tasks mainly use the left hemisphere of our brain, while reflective observation and abstract conceptualisation activities use the right hemisphere; former functions may require detailed descriptions and a sense of time, while the latter probably needs to understand the big picture in the process of integrating and may not need to be concerned about the time or sequencing. In other words, we can infer that those who prefer auditory-sequential learning may prefer the concrete experience and active experimentation stages of the Kolb cycle, while visual-spatial learners may prefer the reflective observation and abstract conceptualisation stages.

Auditory-sequential learners are able to engage in learning despite emotional setbacks, while the learning of visual-spatial learners is heavily dependent on emotional stability.

relation to mathematical abilities, visual-spatial learners are better in mathematical reasoning, while auditory-sequential learners are good in arithmetic.

visual-spatial learners have a tendency to be categorised as gifted and creative individuals who usually show a very high level of emotional and other sensitivities.

The concrete experience stage of Kolb’s experiential learning cycle plays a predominant role in didactic approach, as learners are expected to hurriedly absorb information into their heads through sensory cortex, mostly by auditory means. There will be less time, if at all, expended on reflective observation and abstract conceptualisation stages. All the learners are expected to commit the information divulged to memory in an identical manner promoting conformity ahead of creativity (Kaufman & Gregoire, 2016); there will be no encouragement for unique, personalised knowledge creation internally in the head of the learner. Further, the teacher demonstrates an authoritative role, resembling knowing everything (as an omnipotent god) and attempting to fill the empty heads of students with something disregarding the notions of social-emotional learning altogether. Didactic teaching-learning environments have a negative impact more specifically on visual-spatial or creative/gifted learners, firstly because they usually resist authoritarianism, possibly due to their higher sensitivity levels, and secondly because they tend to grasp knowledge slowly in a deeper sense via reflective observation and abstract conceptualisation phases; visual-spatial learners will be more relaxed and emotionally stable in a nonauthoritative environment with an appropriate pace of presentation that would help them to think/reflect/conceptualise in pictures and objects than pure auditory means.

In relation to these learning styles, psychologists have also identified other associated psychological, neurological, and personality characteristics. The students with preferences for the auditory-sequential learning style are more inclined to have extrovert personalities, while the students who prefer the visual-spatial learning style are inclined to possess introvert personalities. Extrovert personalities are more outgoing, engage in discussions, and respond easily, even with relatively unknown people, and they enjoy social activities with a large number of participants. On the contrary, introverts prefer attending to things on their own with less interaction with others, especially with relatively unknown people, and dislike social activities with large attendance. Auditory-sequential learners are good in analysis and pay more attention to specific detail; they approach solving a complex problem by dividing it into smaller parts. On the other hand, visual-spatial learners are good synthesisers, who can relate different perspectives to form an answer and are better at seeing the big picture or are holistic. As we would expect, auditory-sequential learners deal better with the concept of time and are better organised, while visual-spatial learners are relatively less competent with the concept of time. Auditory-sequential learners think in words and are better in rote memorisation; visual-spatial learners think in pictures and need to relate contextual meanings with pictures and, as a result, struggle with rote memorisation. That is, auditory-sequential learners have better auditory short-term memory, while visual-spatial learners have better visual long-term memory. Further, since they think in pictures, visual-spatial learners take a relatively longer time to process and relate information to contexts; once they do that, this contextual information is retained longer in memory.

I hate word problems with the burning passion of 10,000 suns on the verge of going nova. I know they're intended to model real life situations where mathematics is useful, but without being there, seeing the need, and experiencing the solution for myself I find I just don't have all the context necessary to relate to the problem. The process is less painful for me when I am provided with a visual aid, probably because I'm partly a visual learner.

Quick comprehension skills, measured by the ability to swiftly extract, interpret, and recall information, find support in various rapid learning components. Active learning, chunking, visualization, interleaved practice, and the incorporation of both visual and auditory learning elements enhance learners' ability to grasp information quickly.

Whether through acronyms, rhymes, associations, or auditory and visual cues, mnemonics offer learners an effective way to enhance recall and simplify complex information.

Stories of black learners developed into a critical black memory—a visual narrative comprising individual yet interrelated historical events. These accumulated accounts of black student witness formed a vantage point from the view of the black pupil: first, outside the American schoolhouse; then, inside on contingent and probationary terms. These memories prefigured the oppositional gaze of black students as a historically situated group of learners. The oppositional gaze of black students was made and remade through shared testimonies and personal experiences, and these memories were called on in black students’ educational journeys.

Typically, students do not outgrow a processing deficit.  Think of it this way.  Everyone has preferred modes of processing information.  Some are visual learners; others may be auditory or kinesthetic.  Most simply have a preference along with the ability to process information in any of the other modes.  Students with a processing deficit in one or more of these modes do not process information in that mode as quickly or accurately as their typically developing

There is a reason our schools and offices are plastered with whiteboards. We acquire more information through vision than through all the other senses combined.1 Of the 100 billion neurons in our brains, approximately 20% are devoted to analyzing visual information.2 The visual-spatial learner thinks primarily in images. A study done by psychologist and founder of the Institute for the Study of Advanced Development, Linda Kreger Silverman, suggests that two-thirds of the population have a visual-spatial preference.3 The left hemisphere is sequential, analytical, and time-oriented. The right hemisphere perceives the whole, synthesizes, and apprehends movement in space. For visual-spatial learners, if the right hemisphere is not activated and engaged, then attention will be low and learning will be poor.

We learn best when we use several different senses—hearing, seeing, and, perhaps especially, being able to feel with our hands. At deep levels in your brain, you see and hear. You see and smell. You hear and touch. When your brain creates its impressions of the world, you want as many senses involved as possible. So whenever you’re learning anything, try to take advantage of all your senses. Don’t think of yourself as having a preferred learning style. Think of yourself as an “all-inclusive” learner. If you imagine hearing a famous person from history speaking to you, or you visualize a chemical, that counts as multisensory learning, which is the most effective kind. For everyone.

Teachers! If the majority of your students are failing, then you are not adaptive-teaching. Adapt to global, auditory, tactile & visual learners.

You also may have heard teachers say that students have different learning styles—for example, some are “visual learners” and others are “auditory learners.” The way the brain processes information actually runs counter to these classifications. Research shows that if children are taught new information using several modalities, such as learning letters of the alphabet by looking at them, writing them, and naming them, the brain areas underlying each modality become activated even when children later process information using one modality, such as vision only (James, 2007). This suggests that rather than classify students as one type of learner or another, we should ask students to learn information in a variety of ways. This is consistent with research indicating that providing students