Images to support learning
There are many ways in which people have described or categorised the use of images to support learning and I want to see if my catogrisations for the use of images in literacy match with any others.
Becta’s description of the use of images in RE focuses around reflection and understanding and lists
- support for concept development as well as knowledge and understanding – a prompt to encourage research into all aspects of a topic
- stimulus to help pupils to identify feelings, emotions and mood, and to respond to these in appropriate ways
- a point of interest and focus to inspire discussion of a topic, enabling pupils to interact, respond appropriately and create their own responses
- a stimulus for writing to task and bearing an audience in mind, therefore enhancing creative and language skills
- support for individual, paired and small group work, and therefore fostering collaboration and the sharing of a learning experience between pupils while also developing their ICT skills
- a lead into follow-up tasks – researching and sourcing other images relevant to the religion, concept or theme being explored.
The links with literacy are met mostly through the first bullet point.
The nrich site for maths discusses the use of images as being internal and external and here there are many links with literacy. Both readers and writers use images. Readers create them in their heads when reading and writers describe the images in their heads when writing (visualising). In order to show children this, we have to externalise those images at first to show how to work with them and then children can use them internally.
Inspirations, the company that produces Kidspiration, the mind-mapping tool, categorises using images to:
- Make abstract ideas visible and concrete (making literary techniques visible)
- Connect prior knowledge and new concepts
- Provide structure for thinking, writing, discussing, analyzing, planning and reporting (sequencing and structuring)
- Focus thoughts and ideas, leading to understanding and interpretation (attention to intention)
This resonates very strongly with the categorisations for literacy. We may use different language but mean the same things. Our words are in brackets.
Add comment March 14th, 2009
