Visualization and Verbalization Outline

  1. Climate
  2. Brain Pictures
  3. Explain how brain is divided in half
  4. Explain function of each half
  5. Explain what happens when both halves work together
  6. Head Pictures
  7. Words go in one ear and out the other without imaging
  8. We have to make a picture with our words
  9. When you make a picture in your head, I don’t know what you are thinking.
  10. You have to use your words to tell me
  11. Then I will have the same picture in my head.
  1. Picture to Picture
  2. Introduce Structure Words
  3. Shared Picture
  4. “I want you to use your words to describe this picture”
  5. Have a picture that both see
  6. Have student describe picture
  7. Use contrast words to ask for more details
  8. “There are things you talked about to help me get a good picture.”
  9. Place WHAT card on table, then SIZE, then COLOR explaining what was said or missed about the picture.
  10. Add more cards each session. Can start with all 12 if not disabled.
  11. Picture only seen by student
  12. “You are going to describe the picture and I am going to put it in my mind. Then I will tell you what I see and we can see what is different.”
  13. Ask questions to get more details
  14. Continue Picture to Picture Until:
  15. Student is describing pictures using all of the structure words.
  16. Try to increases gesturing to accompany description.
  1. Word Imaging
  2. Cuing
  3. “Let’s give your brain practice imaging.”
  4. “Just like when you had a picture in front of you.”
  5. Question with “you” not “I”
  6. “What did you see for the …”
  7. Not “What should I see for the …”
  8. Encourage gesturing for size (animal parts)
  9. Practice a few per level before moving on to the next level.
  10. Single Word Imaging
  11. Simple word familiar to student (pet)
  12. Student pictures
  13. Describes to teacher
  14. Teacher summarizes using stimulus words
  15. Object in room
  16. student chooses object and closes eyes
  17. Describes object (chair)
  18. Teacher cues with stimulus words
  19. Review with cues- stimulus words
  20. Did you tell what size __ was?”
  21. Great, (then turn card over).
  22. Known noun imaging
  23. Examples – words from their vocabulary
  24. Clown, Christmas tree, Indian, doll, Mickey Mouse, cowboy, elephant, Santa Claus, monkey, fire truck
  25. BAD EXAMPLES – things that could have multiple pictures
  26. Chair, sky, tree
  27. Cue with stimulus words if missed.
  28. Give choices when questioning.
  29. In beginning – ask specific questions, not general.
  30. Get concrete vision of object then ask about background
  31. If outside, what kind of day
  32. If inside, what is it inside, in front of, near
  33. Fantasy Imaging
  34. Start at the known noun level (elephant)
  35. Visualize and then add fantasy elements
  36. Smiling
  37. Yellow Umbrella in his trunk
  38. On roller skates

END GOAL – WORD IMAGING Student should be able to generate a word and detail it with all/most of the stimulus words without help. You should only have to ask open ended questions.

GROUP WORK – All students in the group should be working at different aspects to describe the same word.

  1. Single Sentence Imaging
  2. “We have been describing single words and now we will put those words together to make a sentence.”
  3. “Take the cat that you described before and describe the cat is under the chair.
  4. Cue with stimulus words for background and other objects, and actions.
  5. Underlining Image Words
  6. “Now I want you to read this sentence aloud and underline words to imaging.”
  7. nouns, verbs, adverbs, adjectives
  8. The cat is in the tree. = The cat is in the tree.
  9. Tell me what you visualize so I can put it in my head.

GOAL - Student can underline important imagery words, visualize and describe a sentence using stimulus words.

  1. Sentence by Sentence Imaging – Oral and Written Language
  2. This is the starting point. Everything taught was meant to arrive here.
  3. This section can take 2-4 months.
  4. Student imagines the parts (sentences) to create the whole (paragraph).
  5. Process
  6. Teacher reads sentence
  7. Teacher questions with contrast words
  8. Student visualizes and verbalizes sentence
  9. Student mentally/verbally runs through stimulus words to make sure picture is concrete
  10. Places a colored square on table to symbolize sentence.
  11. Teacher reads second sentence
  12. Student mentally/verbally runs through stimulus words to make sure picture is concrete
  13. Places a colored square on table next to other square to symbolize second sentence.
  14. Teacher reads third sentence
  15. Follows same pattern
  16. Picture Summary
  17. “What did you see for each picture?”
  18. “Here I saw…”
  19. Word Summary
  20. “Okay, now I want you to use your words to retell the story. Use your pictures but don’t tell me your pictures. Just tell me what the paragraph said with those pictures in your mind.
  21. Elements/GOALS for this section
  22. Begin receptively –read to student to develop oral comprehension
  23. Extend to written language comprehension
  24. have student read sentence
  25. Detailed image for first sentence
  26. Is normally topic sentence
  27. Have greatest gestalt effect
  28. Connect image sentence by sentence
  29. Have same pictures for all sentences to connect them.
  30. Use structure words only for first sentence.
  31. Place a colored square for each sentence
  32. Vert or Hor
  33. Helps to anchor image.
  34. Question critical imagery
  35. Don’t let student just say words back.
  36. Question image.
  37. Monitor self to make sure that you are not speaking too much.
  38. Begin with low level material.
  1. Sentence by Sentence Imaging – Higher Order Thinking Skills (HOTS)
  2. Student visualizes each sentence to create a paragraph gestalt
  3. Teacher asks open ended questions
  4. Use structure words for first sentence
  5. Student creates a picture summary
  6. Student creates a word summary
  7. Main Idea
  8. Should approximate first sentence
  9. Stimulate with contrast and choice
  10. Can initiate a part of the main idea
  11. Inference
  12. Ask “Why”questions
  13. Draw Conclusions
  14. “From all this information we could say/conclude that…?
  15. Predict/Extend
  16. “What do you think wound….?”
  17. Evaluate
  18. Evaluate how they feel about it. Did they like it? Did it make sense?
  19. GROUP THERAPY
  20. 1 student visualizes and verbalizes each sentence
  21. 2 student checks through structure words on first sentence
  22. 3 student verbalize picture summary and word summary
  23. 4 student responds to interpretive questions
  1. Multiple Sentence Imaging
  2. Whole Paragraph Imaging
  3. Paragraph by Paragraph Imaging
  4. Whole Page Imaging
  5. Noting: Chapter and Lecture
  6. Writing from Visualizing and Verbalizing