visual summaries
what is it?
* "The purpose of the Visual Summary is to create a visual picture, storyboard, diagram, or PowerPoint slide show that summarizes what has been learned from reading of the text" (Miller, 2011, p.77).
* Designing magazine covers for a story is a fun, motivational way to engage students in producing visual summaries from a text.
* Students are showing the important information and main idea learned through a visual representation.
* Visual summaries are used to summarize concepts, a section of text, or even an entire book.
* Example of a visual summary:
-This image is an example of a visual summary based on the story Sealskin Coast.
* Designing magazine covers for a story is a fun, motivational way to engage students in producing visual summaries from a text.
* Students are showing the important information and main idea learned through a visual representation.
* Visual summaries are used to summarize concepts, a section of text, or even an entire book.
* Example of a visual summary:
-This image is an example of a visual summary based on the story Sealskin Coast.
how to use visual summaries in the classroom?
1) Select an appropriate level text that includes the necessary content, activating and/or building students' background knowledge with the class.
2) Read a section of the text for the class, modeling fluency and vocabulary strategies.
3) Hand out a blank piece of paper for all students to complete a visual summary.
4) Perform a think aloud on what the main idea and key points were from the text selection.
5) Perform a draw aloud, drawing a visual representation that summarizes the reading. The focus should be on the visual message being conveyed.
6) Continue to provide guided practice to students in small groups until they are able to independently complete a visual summary.
2) Read a section of the text for the class, modeling fluency and vocabulary strategies.
3) Hand out a blank piece of paper for all students to complete a visual summary.
4) Perform a think aloud on what the main idea and key points were from the text selection.
5) Perform a draw aloud, drawing a visual representation that summarizes the reading. The focus should be on the visual message being conveyed.
6) Continue to provide guided practice to students in small groups until they are able to independently complete a visual summary.
how this strategy benefits student learning:
* "The use of visual images to summarize requires a different way of thinking about literacy" (Miller, 2011, p.78).
* "Readers use visual images to connect, synthesize, and understand the big picture of the text" (Miller, 2011, p.78).
* Visual summarizing integrates art within literacy development.
* Develops creativity in students
* "Readers use visual images to connect, synthesize, and understand the big picture of the text" (Miller, 2011, p.78).
* Visual summarizing integrates art within literacy development.
* Develops creativity in students
using this strategy with writing:
* Students can create a picture book where they develop multiple visual summaries and then add a few sentences with each image to develop their very own text.
Supporting Common Core State Standard in Writing Grades 6-8: CCSS.ELA-Literacy.WHST.6-8.2.c: Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
Supporting Common Core State Standard in Writing Grades 6-8: CCSS.ELA-Literacy.WHST.6-8.2.c: Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
supporting videos:
* The video below is an example of someone developing a visual summary based on the text, The Doodle Revolution. It shows how the reader takes the main ideas and key details to create pictures and words that will help him/her recall the important points from the text.
* The video link below is targeted for grades 3-8 and integrates art within social studies in order to bring words to life. This is a type of visual summary and highlights the importance of integrating art into all content areas.
research says....
* "Since we know that proficient readers visualize what they read as they construct meaning from text, students need opportunities to see visual summarization modeled and have time to practice it across the content areas" (Miller, 2011, p.79).
* "Teaching students to summarize what they have read has also been shown to lead to increased comprehension" (Miller, 2011, p.74).
* "Strategies that help students summarize can be used in all content areas" (Miller, 2011, p.74).
* "Without visual instruction, some students may be underperforming because of the inconsistency between teachers’ teaching styles and students’ learning styles" (Clarke, 2012, para.1).
* "An improved balance between verbal and visual techniques could offer significant learning benefits" (Clarke, 2012, para.1).
Sources:
Clarke, I. (2012). Teaching the Visual Learner: The Use of Visual Summaries in Marketing Education. SAGE journals. Retrieved July 22, 2014 from http://jmd.sagepub.com/content/28/3/218.abstract.
Miller, M., & Veatch, N. (2011). Literacy in Context: Choosing Instructional Strategies to Teach Reading in Content Areas for Students in Grades 5-12. Boston, MA: Pearson Education Inc.
* "Teaching students to summarize what they have read has also been shown to lead to increased comprehension" (Miller, 2011, p.74).
* "Strategies that help students summarize can be used in all content areas" (Miller, 2011, p.74).
* "Without visual instruction, some students may be underperforming because of the inconsistency between teachers’ teaching styles and students’ learning styles" (Clarke, 2012, para.1).
* "An improved balance between verbal and visual techniques could offer significant learning benefits" (Clarke, 2012, para.1).
Sources:
Clarke, I. (2012). Teaching the Visual Learner: The Use of Visual Summaries in Marketing Education. SAGE journals. Retrieved July 22, 2014 from http://jmd.sagepub.com/content/28/3/218.abstract.
Miller, M., & Veatch, N. (2011). Literacy in Context: Choosing Instructional Strategies to Teach Reading in Content Areas for Students in Grades 5-12. Boston, MA: Pearson Education Inc.