Example Reflection ­ Visualization

Challenge & Selection    I use the design tool Visualization frequently in my kindergarten classroom. Visualization allows  concepts that might be floating around in space and not quite understood to become tangible  and concrete for my five and six year old learners. We use visual thinking in the classroom for  different reasons, but the one main reason I find this tool to be so beneficial is students develop  a clear understanding of what I’m trying to convey. When they understand what I’m trying to  convey, and I can attach their thoughts and their ideas to how to go about learning, this is how  students become responsible for their own learning. They become empowered. Sight word  knowledge in my classroom this year was at an all time low. I realized visualization was needed  to help them understand the need for sight words, to encourage and motivate them, and to find  out how they thought they might be more successful in this area.    I am fortunate in that I get to teach children how to read when they come to school. What a  fulfilling job! One horrible aspect of teaching children to read is helping them memorize sight  words. I use the word horrible because memorization in today’s world is about as obsolete as a  rotary phone. Learning is about making real world connections and applying new and exciting  concepts in innovative ways. However, having a solid sight word base is a strong indicator of  reading fluency. When a reader is fluent, barriers are fewer. Comprehension is stronger, and  word attack skills can take precedence. I was noticing worksheets, iPad apps, and flashcards  weren’t working with this group of students as it had in the past.     Application    I gathered the students on the carpet for a ‘meeting’. What was needed to help them with sight  words? I drew a stick figure on the board with a worksheet, an iPad, and flashcards above his  head, each inside their own bubble. We discussed the picture (“What do you see?” What is  inside the bubbles?”) and I explained that Skete the stick figure was having trouble memorizing  his sight words. Each Friday when I do a sight word check with him, he might remember the two  words learned that particular week, but the practice he’s being given isn’t enough to help  previously learned words stick. I asked for suggestions. Could they think of ways that Skete  might be able to hang on to ALL of the words he’s learned? Students slowly began to add their  ideas. They wanted to keep the iPad above Skete’s head, but do away with the flashcards and  worksheets. They also suggested  Promethean board flipcharts, website games, and one child  even suggested they learn sign the sight word in sign language when learning the written word!    Insight    Out of the mouths of babes… I gained valuable insight through this particular visual thinking  activity with my students. My kids were very interested in becoming part of their own learning  process and coming up with ideas to help them accomplish reading goals. They felt empowered

when they were allowed to trash the methods they didn’t like (and obviously weren’t working)  and decide upon and research ways that they thought would be fun and help them keep their  sight words in their working knowledge. I was able to see that what I thought were sufficient  reinforcers (worksheets, flashcards) were just boring activities that meant nothing to them.    Through the use of visualization, I have learned that not all students are quick to have answers.  Giving a few extra seconds of wait time allows for almost every hand in the room to raise up with  ideas and suggestions. This is incredibly valuable information for me as the facilitator, especially  when I am interested in everyone’s input and perception.    Approach    This tool is incredibly effective when it comes to students getting to tell how they feel about  certain aspects of learning. I’ve noticed it seems that some of my students are worried about  hurting my feelings or making me mad when it comes to giving feedback. By using Skete the  stick figure, there is a detachment between me and them. They can say things like “Well Skete  might like using the Promethean board instead of your worksheets”. They aren’t telling me they  don’t like the worksheets, they instead are suggesting maybe Skete doesn’t like them. I love  this! My little learners are able to speak honestly without fear! I will definitely continue to use this  approach in the future since I can learn how my students think they will learn best, or at least  how they like to learn best, without any guilt!


Example Reflection ­ Visualization Challenge & Selection I use the design tool Visualization frequently in my kindergarten classroom . Visualization allows concepts that might be floating around in space and not quite understood to become tangible and concrete for my five and six year old learners . We use visual thinking in the classroom for different reasons , but the one main reason I find this tool to be so beneficial is students develop a clear understanding of what I ’m trying to convey . When they understand what I ’m trying to convey , and I can attach their thoughts and their ideas to how to go about learning , this is how students become responsible for their own learning . They become empowered . Sight word knowledge in my classroom this year was at an all time low . I realized visualization was needed to help them understand the need for sight words , to encourage and motivate them , and to find out how they thought they might be more successful in this area . I am fortunate in that I get to teach children how to read when they come to school . What a fulfilling job ! One horrible aspect of teaching children to read is helping them memorize sight words . I use the word horrible because memorization in today ’s world is about as obsolete as a rotary phone . Learning is about making real world connections and applying new and exciting concepts in innovative ways . However , having a solid sight word base is a strong indicator of reading fluency . When a reader is fluent , barriers are fewer . Comprehension is stronger , and word attack skills can take precedence . I was noticing worksheets , iPad apps , and flashcards were n’t working with this group of students as it had in the past . Application I gathered the students on the carpet for a ‘ meeting ’ . What was needed to help them with sight words ? I drew a stick figure on the board with a worksheet , an iPad , and flashcards above his head , each inside their own bubble . We discussed the picture ( “ What do you see ? ” What is inside the bubbles ? ” ) and I explained that Skete the stick figure was having trouble memorizing his sight words . Each Friday when I do a sight word check with him , he might remember the two words learned that particular week , but the practice he ’s being given is n’t enough to help previously learned words stick . I asked for suggestions . Could they think of ways that Skete might be able to hang on to ALL of the words he ’s learned ? Students slowly began to add their ideas . They wanted to keep the iPad above Skete ’s head , but do away with the flashcards and worksheets . They also suggested Promethean board flipcharts , website games , and one child even suggested they learn sign the sight word in sign language when learning the written word ! Insight Out of the mouths of babes … I gained valuable insight through this particular visual thinking activity with my students . My kids were very interested in becoming part of their own learning process and coming up with ideas to help them accomplish reading goals . They felt empowered when they were allowed to trash the methods they did n’t like ( and obviously were n’t working ) and decide upon and research ways that they thought would be fun and help them keep their sight words in their working knowledge . I was able to see that what I thought were sufficient reinforcers ( worksheets , flashcards ) were just boring activities that meant nothing to them . Through the use of visualization , I have learned that not all students are quick to have answers . Giving a few extra seconds of wait time allows for almost every hand in the room to raise up with ideas and suggestions . This is incredibly valuable information for me as the facilitator , especially when I am interested in everyone ’s input and perception . Approach This tool is incredibly effective when it comes to students getting to tell how they feel about certain aspects of learning . I ’ve noticed it seems that some of my students are worried about hurting my feelings or making me mad when it comes to giving feedback . By using Skete the stick figure , there is a detachment between me and them . They can say things like “ Well Skete might like using the Promethean board instead of your worksheets ” . They are n’t telling me they do n’t like the worksheets , they instead are suggesting maybe Skete does n’t like them . I love this ! My little learners are able to speak honestly without fear ! I will definitely continue to use this approach in the future since I can learn how my students think they will learn best , or at least how they like to learn best , without any guilt !