ERIC Number: ED215981
Record Type: Non-Journal
Publication Date: 1982
Reference Count: N/A
Educational Imagery. Strategies to Personalize Classroom Instruction.
Richardson, Glenn E.
Educational imagery is introduced as an innovative classroom technique that allows students to isolate themselves mentally and to apply their imaginations to teacher-directed scenarios to accomplish a variety of educational objectives. In this book, the rationale and procedures for using educational imagery with secondary school and college students are provided. Introductory chapters describe the concept of educational imagery and its roots in psychotherapy and physical education research. Recommendations are made for implementing educational imagery in the classroom, including preparing teachers and students and presenting and processing the scenarios. Techniques and suggested questions are provided. Four types of imagery are presented and discussed in relation to the outcomes of their use in decision making: cognitive imagery, affective imagery, consequence imagery, and simulation imagery. Fifty-four scenarios are included, each with an outline of its purpose, type, and discussion questions and variations. Additional scenarios are supplied for implementing and adhering to decisions, involving behavior modification and lifestyle theories. Methods for using educational imagery techniques with elementary school students are suggested. Final chapters supply tips for creating and using educational imagery strategies and evaluating students' reactions to the technique. A list of references is appended. (FG)
Descriptors: Classroom Techniques, Creative Thinking, Decision Making, Educational Innovation, Emotional Development, Fantasy, Higher Education, Imagery, Imagination, Learning Modalities, Perspective Taking, Secondary Education, Self Concept, Self Expression, Values Clarification
Charles C. Thomas, Publisher, 2600 South First Street, Springfield, IL 62717 ($24.75).
Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: N/A