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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

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ERIC Number: ED418535
Record Type: RIE
Publication Date: 1995
Pages: 4
Abstractor: N/A
Reference Count: 0
Effective Techniques for Teaching Highly Gifted Visual-Spatial Learners.
Silverman, Linda Kreger
This paper discusses the differences between spatial and sequential learning, characteristics of individuals who exhibit stronger visual-spatial learning, and strategies for teaching children with visual-spatial strengths. Techniques include: (1) using visual aids, such as overhead projectors, and visual imagery in lectures; (2) using manipulative materials to allow hands-on experience; (3) using a sight approach to reading rather than phonics; (4) using a visualization approach to spelling; (5) having students discover their own methods of problem-solving; (6) avoiding rote memorization; (7) avoiding drill and repetition; (8) finding out what students have already mastered before teaching them; (9) giving students advanced material at a faster pace; (10) allowing students to accelerate in school; (11) emphasizing mastery of higher level concepts; (12) emphasizing creativity, imagination, new insights, and new approaches rather than acquisition of knowledge; (13) grouping gifted visual-spatial learners together for instruction; (14) engaging students in independent studies for group projects which involve problem-finding as well as problem-solving; (15) allowing students to construct, draw, or otherwise create visual representations of concepts; (16) using computers so that material is presented visually; and (17) having the students discuss the ethical, moral, and global implications of their learning and involving them in service-oriented projects. (CR)
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A