Saturday, March 5, 2011
Bringing Text to Life: Using Sensory and Emotional Images to Enhance Comprehension
The old adage, "A picture is worth a thousand words" is certainly one that we are all familiar with. Regardless, of whether you are young or old, from Detroit or Osaka, images play a powerful part in all aspects of our daily lives. Its no wonder that using images in the classroom has tremendous learning opportunities regardless of grade or content level. In her book, entitled, Mosaic of Thought, Keen and Zimmerman present the case for increasing the use of images in the classroom to advance comprehension, build community and to increase engagement in the classroom. This idea of creating images has tremendous value in even traditional science and math classrooms, while abstract topics can have pictures or images to aid in comprehension. Images are particularly important in the social studies, world history or civics classroom, where images such as September 11 (who can forget the images of planes crashing into the Twin Towers), war-torn, Third-World countries and war-stricken areas such as the Congo and Iraq can not only add in comprehension but also engage youth in social justice. While I appreciate Keene's belief that "text comes alive through the creation of sensory images" its critically important to note that the teacher should facilitate the conversations that take place afterwards. I appreciate her paraphrasing exactly what a teacher should say but I also believe that it is essential that there a prepared set of framing questions help to guide the conversation. I also found it helpful to have a set of standard questions to facilitate conversations or even more importantly a set of positive responses for when students shared their thoughts. "Great, thinking," or "I really like the way that you.... (include specific example)" and craft a set of framing questions just in case the conversation gets stagnate. I would like to hear others speak to the other concepts and experiences presented in this particular chapter, especially related to the composing sessions, the characteristics of such sessions, some of the challenges and opportunities that rest in implementing these strategies, how these ideas build on the ideas of previous chapters, how you might implement these particular strategies in your content area? I also really appreciated the section entitled, "Beyond Reporting on the Book" as this is SO important for our work with youth that students have the opportunity to see there final products as having real value in the world. How might students create authentic pieces of work that might bring value to communities? Please really try to stretch your mind and practice and think about how you might engage students with businesses, non-profit organizations and public and private institutions so there work has value.
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I think images are important in any classroom. From social studies so that students can view other cultures or countries to science where a picture of a plant cell can help students wrap their minds around a concept that is unseen to the naked eye. As we read books we create our own images, our mind can build characters and create scenery. Images of historical happenings such as 9-11 can bring us back to exactly where we were that day the planes hit. A smell can take us to our Grandmother's kitchen when we were little. Our senses play an important role in our learning. Beyond Reporting on the Book, gives us plenty of ideas to help students understand what they have been reading. One of my favorites would be the double entry journal, where students write a quote and give an idea of their thoughts. Reading those as a teacher helps us to see where a student was going with their thoughts or what is important to them.
ReplyDeleteMultiple intelligence is very important and necessary to know from each student. Some students may have Musical-Rhythmic, Kinesthetic, Visual-Spatial, and Verbal-Linguistic Intelligence. These multiple intelligences are some strong points for some students. There are students that can remember information by using it as a song which is musical intelligence. There are students who can remember different subject area information by having hands on material. There are students who remember information better by pictures and material being visual. There are also students who remember information much better when there are discussions held in class and they can write or discuss main ideas and details. These multiple intelligences work great and in chapter 7, visual-spatial intelligence is used and good with students working with pictures being in a classroom. Pictures can be used for each subject, English, math, social studies, and science. Pictures can be better understood to students than some words. Students will be able to reread and picture what is being said in the information being read from textbooks.
ReplyDeleteCreating sensory and emotional images in the mind is something that a lot of people do when they are reading without even knowing it. The problem we have with the children that are growing up in the world today is that there is so much television, video games, and movies that create images for them. Students are growing up not knowing how to use their imagination to create their own pictures and ideas. As teachers, it is important to educate our students on how to use their own images to comprehend reading. We can do this using the think aloud method. The images we create in our mind help make the text a lasting memory. I think that combining writing, art, drama, and discussion we can help students record their thinking about books. Using these different methods will appeal to students with different learning abilities. Some students may find it helpful to draw the images they are seeing, or some may find it easier to express their thinking through writing. This will not only help in language arts, but will be beneficial across the entire curriculum.
ReplyDeleteSince I'm a visual learner, I enjoyed reading Chapter 7, "Bringing Text to Life" in our textbook. When an author creates a vivid description in words for the reader, it's like he's painting a picture. Using images to teach students can be extended across the curriculum. I like how the teacher in the chapter explains how creating images is a strategy of metacognition, and demonstrates by using think alouds as she reads a story to her class. The chapter also includes information on a composing session. As a pre-student teacher, my third grade class participates in composing sessions when they are involved in reading centers and writing workshops. Today the students worked with a partner adding descriptive words to their stories to help create vivid images. Imagery was also used in my class during social studies when the teacher took the students on a imaginary train ride. She moved the students' desks as if they were passengers on the train. She even wore a conductor's hat and blew a train whistle. The class visited the Northeastern states by listening to an audio tape, looking at maps and learning about landmarks as they followed in their books. Later the students wrote a postcard to their parents describing one of the places they visited. This was a creative method of bringing text to life. The students enjoyed this type of learning and immersed themselves in their studies. Using the strategy of images to teach helps students to remember and allows them to have fun while learning.
ReplyDeleteCreating Sensory Images from texts seems to myself as a natural way to better understand and be able to recall what we have read. It makes absolute sense to me that students who struggle with comprehension struggle to convert the text they are reading to images in their mind. It seems to me that a lot of what students do outside the classroom doesn't involve reading. Now more than ever students are spending their free time watching TV, watching movies and playing video games. All of these things spoon feed images of the story to the child. The child is not forced to use his or her own imagination and past experiences to create the images on their own. I would definitely say that this makes it tougher on students to create these images on their own.
ReplyDeleteNow, the question is; How do we get students to get better at creating images based off the text they are reading? I believe one great way is to model the images that you as a teacher are creating as you read. As you are reading out loud to your student's, stop and describe what you are seeing based off the text. Allow the students to add to the image your describing or to explain the image they see if it is different than yours. I also feel that having students illustrate chapter books that don't have illustrations is a great tool in enhancing this skill for students. For example, have students do an illustration at the end of each chapter that explains the chapter. Then at the end of the book put all the students illustrations together and have them summarize the book based off the drawings. These are just a few of my ideas in how we can aid students in visualizing what they read. I feel that sensory imaging is extremely important when it comes to comprehension and is a must for all students to be successful in the classroom.
Creating images is so important for students understanding, as well as sharing these images through discussion, and through creative outlets like recreating the pictures that the books create in your mind. Keene and Zimmerman gave great ways to do this in your classroom, with ideas, some seen before in our Strategies book as well. Personally I really like the idea of the double entry journal, because it has students draw and write out their ideas about the text, and this can help learners that prefer to write and artistic learners as well.
ReplyDeleteWe have recently been discussing in my Geometry for Middle School Teachers, the importance of students being able to justify a diagram, picture, formula, etc. It is too easy for students (even teachers) to use a model or picture to represent a concept or event. However, students cannot fully comprehend the meaning of a picture if they are basing it solely off what they see. For a model (picture, imagine, etc.) to be effect, it needs justification. Students need direction and reasoning skills to support the pictures they see. Although we have been discussing this in math, it definitely applies to all the subjects. When a student can explain the true meaning or background of a picture, they are really comprehending it, and therefore it will be more memorable to them. It is important to teach students to use a model or picture and then back it up with justification (who, what, why, when, how). I would also like to comment that Kelly made a valuable point on how students are so influenced by the imagines they see in the media now a days. It's become a struggle for students to use their imagination and think for themselves.
ReplyDeleteAs a student of the visual arts, I am of course in favor of education that enriches our visual senses. However bias I may be, I also agree that without a context in which the visual stimuli occurs, the message becomes meaningless. For many artists, the connection between the verbal and the visual is often a hard one to make. As a teacher-and an artist- I struggle to bridge these verbal/visual connections to enable my students a sense of understanding that extends beyond just "making an image look pretty".
ReplyDeleteTeaching students the importance of creating sensory images is something that teachers definitely should focus on. I appreciate the reference to children's brains being "the ultimate computer between their ears." The sad part is that many students do not read outside of school and may be disengaged or uninterested in reading. Keene and Zimmermann point out that students may not be interested in reading because they do not know how to interact with the materials-- they do not know how to create their own images, mainly because most images today are created for them. The question becomes one of how to get students engaged and actively involved in creating their learning experiences. The challenge for me as a teacher will be centered around stressing the importance of visualizing and making it relevant and fun for students; composing sessions strive to accomplish that goal. In order to encourage children to begin to interact with books and develop a love for reading, children must be given choices and other ways to relate to texts. I have always been a fan of double-entry journals, because it allowed me to pick something that was important to me and expand my thoughts. That works for me, but it is not going to work for all of my students, so I was thrilled to read about the "capturing thinking areas" that Todd created (the theater, book talk zone, artist's studio, and writer's zone). It is an amazing way to get children involved and excited about what they are reading-- a way for children to bring the text to life; it is also a great way to gauge the depth of student reading comprehension and can be used as a guide to help modify and improve one's teaching.
ReplyDeleteCreating mental images of what you are reading is essential to expanding on what has been read. When someone creates images in their head while they read they would be able to remember what has been read. This is accomplished because the pictures that the readers create are their own. The experience Todd had in this chapter was one that I took the most from. I like the idea of expressing your images in different ways to help remember what you have read is great. Having the four areas in his classroom where students could write, draw, act, or talk about their books that they are reading. This will pull more meanings out of the literature for the students that they care share and present to the rest of their classmates. These areas are also valuable because students will be creating original work from what they read. With students creating all of these original works it will help enhance and expand their learning. In my content area, which is language arts, I have learned through the language arts methods class that drawing pictures and retelling stories and acting out stories really helps students remember them. In the Michigan Curriculum Framework it states that English language arts curriculum, instruction, and assessment reflect the integration of listening, speaking, viewing, reading, and writing. I feel that chapter 7 hits on most if not all of these points.
ReplyDeleteImages are for sure a powerful piece of art. I have seen a lot of images in my time some good and some that were not so good. There are images that can put the mind at peace and images that make you reach for dreams that you can’t reach. Some images help you reach farther than expected. We must not forget about the images that put us in the past. When using images one should understand if the class is diverse. Are the images helping or hurtful? In my class- room I would try to have the students to focus on images that would be most helpful to them. If the images are helping the student’s comprehension, I will use them all day. But we all have seen some images and wondered what’s the purpose. I would like the students to do a reading then talk about it in a fishbowl to see where all the students were going with their thoughts.
ReplyDeleteI think that sensory image is very important while reading any type of literature. Whenever I am reading, especially fiction stories, I constantly use the author's descriptions to paint my own picture of the story in my mind. This helps me gain a better understand of the story and also helps me to draw connections between the story and other stories or my own life. I think that images work both ways: it is important to be able to use an author's words to create your own picture, but it is also important to be able to look at a picture and see the artist's purpose. Like mentioned in the original post, some pictures really express more than any words could, such as a photograph from 9/11. With images such as this, it is important that students (and all people, really) are able to understand the depth of the art and see what the artist is trying to convey. By looking at different pictures and photographs, students can see a wide array of perspective amongst different artists and can get a better understanding of the topic in the art. Another helpful tool in the classroom is to allow students to create their own art about what they are learning. I recently taught a lesson about plants in which the students wrote their own books and included illustrations. Each student drew unique pictures, which I think speaks for itself in saying that art is individualistic and shows expression of self, even in a science classroom.
ReplyDeleteI feel that it is extremely important for teachers to help their students create sensory images. I really liked the statement on pg. 177..."you can help ensure that children create images by thinking aloud". Teachers should allow their students to talk aloud about their thinking and to create images in their head that they can talk about and share with others. Students should be able to talk, write, draw and/or perform their sensory images. This will be a good way for them to express themselves and monitor their thinking.
ReplyDeleteI really liked how the book states that as teachers, we should have students read a book before allowing students to watch the movie. I really believe in this statement because at times when students have already watched the movie, they tend to lose interest in the book altogether. Some students feel that it is pointless to read the book once they have already watched the movie and know what the book will be about. I think one way to engage students in reading the book and watching the movie is to have them work on a Venn Diagram. Working on a Venn Diagram will help students think about what they movie and the book have in common, list the major differences and similarities.
This chapter helps us to recognize the importance of students’ abilities to create images as they read. I believe that it is very important for students use their imaginations while they are reading and to understand that it is alright to make it up. As I was reading the chapter I came across a section that I feel sums up student’s general consensus on creating images: in the Into the Classroom-Middle School sections the students are first offended almost that they have to read a picture book that is normally designated for children, but after some time the class begins to open up about their visual creations and the images that they have conjured upon hearing the story. I found it interesting that one student even reassured his teacher, “I’m making this up, you know.” As if he expected to be told his thoughts were correct or incorrect. I believe that this concept connects to many other aspects of this book; students are so used to doing skill and drill activities that when it comes to opening their minds, they expect to be shut down. In previous chapters we have heard the same song and dance – children have not been shown how to develop thoughts, meaning or questions in reading for fear of being “wrong.” In my own classroom I plan to establish an environment where my students are aware that it is okay to find a meaning different than another or ask questions that are not the same. That is what makes us individuals. Each and every one of our brains work differently and I want to establish a sense of respect and understanding of that in my own class.
ReplyDeleteAlong that same line I also enjoyed the “Beyond Reporting on the Book” section. The various options for activities engage students of varying abilities. You will have some students who prefer to write their thinking on paper, some (like the student in the chapter) who can’t put their thoughts into words and would prefer to draw, others choose to vocalize or act out their thoughts. In any form, the important concept for us to remember is to get students thinking. That is what really matters. I believe when students begin to think, an infinite amount of doors can be opened.
Creating sensory and emotional images of what you read it helps to understand, and better memorize what you have read. When you create images about a piece that you are rading often times you are making connections. It is really important that we as future educators encourage our students to make conections, create images and stop and think of what they read, and get the most out of it. In the book on pg 180 I agree with the author when he says:"The more detailed your images, the more the book will stay in your memory".
ReplyDeleteAs an educator I'm going to encourage students to share their reading and their thoughts with the class. I plan on doing that by asking them to write about the book they read, sketch images during reading,four-way share and dramatic representation of a particular book. I believe that by showing them these powerful ways among many more, will help them understand any piece of literature and will help them become better readers.
In reading Chapter 7, creating visual images while reading is an important comprehension strategy. Students use their five senses to create vivid images from a detailed story. Students nowadays are not provided with the opportunity to be creative and let their imaginations go to work. This is due to children watching too much television and playing video games. As future teachers, we should ensure that we provide these opportunities for our students to open their minds and create images while they read; but we must also model exactly how to do this.
ReplyDeleteI found it very interesting that the first grade girl, Ciella, related the story that was read by her teacher with an event that happened to her grandmother. Schools and public places were segregated in the south in the 1960's and after her teacher read a story similar to these events, Ciella drew a picture that depicted what happened to her grandmother back then. Her teacher thought that it was awesome that Ciella created this image just from listening to a simialr story.
I also really liked how another teacher, Todd, created different centers in his classroom where students could express their images. This is something I will definitely do because I think centers allow students to be hands-on and creative.
Ultimately, it is the teachers responsibility to demonstrate how to use these skills such as thinking aloud, creating images and then applying them to reading comprehension.
It is important for students of all ages to create images in their mind when reading in order to further comprehension and retention of reading material. This is something that the teacher can teach to their students through practice and routine. When students read, and bring text to life, they use all of their 5 senses to do so, which creates meaningful learning. By doing so, this kind of reading becomes more memorable, and stays with them. When trying to create sensory and emotional images when reading, to enhance comprehension, the student is trying to get the most out of the material, so that they leave the text with a sense of understanding, and conquering. This is important to know how to do, since "proficient readers use images to draw conclusions, to create distinct and unique interpretations of the text, to recall significant detains, and to recall the plot/story or information long after it was read."
ReplyDeleteA composing session is when students read a book that they choose and write about it, all at their pace, and about what they what. From what I read, it is an excellent thing for students to take part in because they take ownership of what they write, and take pride in it. This could easily be applied in the classroom, from primary to high school grades.
In conclusion, creating Images in the mind when reading is great for children of all ages; and can even be applied in composing sessions.
When I was doing my pre-student teaching, my cooperating teacher had the second graders do an assignment with their vocabulary words; she had them divide a paper into 8-10 sections (normally the number of vocabulary words was 8-10 words, although sometimes there were more), write a word in each section, and then illustrate that word with what they thought might go with that word. It seemed to help the students with their vocabulary words, though there were always plenty of groans when she announced that assignment. However, the students always seemed energetic and eager to start their drawings. I think it really helped them connect with their vocabulary words, and with the text that went along with the vocabulary words.
ReplyDeleteI also felt that the section, Beyond reporting on the Book, was very informative, and it has given me some great ideas. I haven't seen many of these in my own classroom observations; unfortunately, I think some teachers may think that these strategies and ideas would take up too much time and be too difficult to get started. As a special education teacher, I would love to work with the "'capturing thinking' areas" that they wrote about on page 190 of Mosaic of Thought. I think it would be a good way for students to express themselves in a way that would be most comfortable for them. It seems like it would be well worth the effort that would go into creating those four areas. The imagery of a text might not come through for some of my students without help, and quite possibly might not come through at all for a few students. The four areas would be a good way for students to help each other find the imagery and add on to it.
After reading chapter 7, I realized how important it is for children to learn about creating images during reading and learning new information. I am a visual learner and it has always helped me comprehend new and complex information. While I read, I am constantly visualizing what the author is talking about. It seems only natural to me to create pictures as I read. However, with all the new technology, students become bored with an "old fasion" book". They want pictures, sounds, and excitement to be created for them. They are not learning that they can create all of these things using thier own mind. This book has taught me how important it is to model and explain reading comprehension strategies to students. Reading comprehension is extremely important throughout a person's entire life. I wish I had a teacher who took the time to teach me the great techniques that I am hearing about in Mosaic of Thought.
ReplyDeleteThe content in chapter 7 has important connections to the think aloud technique. Visualizing the content in a book is just like thinking aloud during reading. While a person pictures the author's words, they are also thinking about what the person or scenery may look like, what is going to happen, or what is going on around that may affect the story. Both strategies help a reader connect to the story on a personal level, create better comprehension, and think about the content on a deeper level. All of the strategies metion in this book share a connection and are very useful for readers.
The part I liked the most in this chapter was the section labeled "Into the Classroom-Intermediate". The selection talked about a teacher that created multiple centers for the students to display their understanding of a story they read. There were four small centers that consisted of a theater, book talk zone, artist's studio, and a writer's den. I think this is a great way for students to use their own abilities to express their understanding of a story. Book reports are so boring, out dated, and dull. Creating these four centers brings excitement and creativity in a classroom.
I think that composing sessions will help me as a teacher facilitate differentiated instruction. While I’m helping small groups of students run their book club meetings or holding individual conferences, all the other students could be working on a variety of activities. One of the biggest problems with trying to offer differentiated instruction is that students don’t want to be singled out by doing a simpler assignment than others. But in a composing session everyone can be doing different things anyway. No one will be paying attention to the difficulty level of one students work when another students is reading, another is rereading something else, and two others are developing published pieces of writing.
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