Say/Do Artifact #7
Enacting Response
Wilhelm, J. D. (2004). Reading is Seeing. Scholastic Professional Books.
Reading
is Seeing
is a large collection of various strategies for introducing visualization into
the classroom. Wilhelm’s overarching goal is for teachers to recognize the
importance of using visualization in the classroom. As we previously discussed
in relation to graphic novels, visuals can help “visual learners” to grasp
material more easily. It can also bridge the reading gap for students with
lower reading capabilities. Furthermore, it can enhance learning for successful
students. When students are given the opportunity to express what they have
learned through visuals, they may experience greater success. Many of the
activities in this book aim to improve students’ ability to visualize readings.
Teachers can scaffold students into visualizing text through the use of actual
visuals in the classroom, and by having students work with visuals.
On
a final note, I appreciate the way the author’s ideas tie strongly to Common
Core standards. Using a wide range of technology and multimedia is an important
component of teaching, and Wilhelm gives numerous suggestions for using technology
in the classroom (an obvious limitation on this is the year the book was
published). One topic in the book that really interested me was the concept of
helping students to visualize informational texts. Wilhelm writes, “Even
nonfiction books that deliver many facts are often represented in our memories
by visuals that typify the character of a person behind the facts or a person
who might use the information.” Not only does visualizing text help students to
understand the happenings in fiction, but it has real-world applications in
helping to acquire practical knowledge.
Wilhelm’s
strategies could definitely help in my placement at Ridge View High. The class
period I teach in is English IV, “regular”. Some students are having difficulty
visualizing the events of the novel. This is certainly complicated by Shelley’s
lofty descriptions of nature.
For
my “do”, I decided to help students organize the relationship between
characters with a character map.
I struggle with the year this book was published as well--many of the strategies seem dated to me, but just last week when I was out at Jackson Middle School, I was reminded how little technology exits for students in county schools--so I think Wilhelm is good for reminding us of foundational ideas--the are good to build upon and are easily applicable to technology mediums--I appreciate your connection to the common core, but what I'm not getting are connections back to Rosenblatt? Or Probst? Who does Wilhelm relate to? I think you will "see" more connections in the readings to come, but I stil expect connections now--reply to me with a few connections--
ReplyDeleteFor got to mention that I LOVE the DO!
ReplyDeleteOne thing that you didn't mention is how you feel about the idea of students needing to visualize and see what they are reading. How can these ideas come into your classroom? I love your Do as well. I thought the map was awesome an a great way for students to "see" all of the difficult relationships that are going on in Frankenstein.
ReplyDelete