Posts Tagged ‘school reform’
Extreme Learners
The idea of extreme learners fits so nicely with my ideas of user-generated education. So what follows is an aggregate of ideas, videos, and graphics related to being an extreme learner.
Milton Chen has stated, “Extreme learners aren’t so different from everybody else.” I believe that the tenets and characteristics of extreme learners can apply to every learner given the support, time, and skills to do so. This actually fits with the ideas and characteristics of heutagogy and self-determined learning.
What follows are some resources and ideas related to being and encouraging extreme learners.
Extreme learners are renegades who take charge of their own education. They apply novel feedback mechanisms and optimize their learning experiences. They have learned how to learn. And you can, too. Extreme learners defy traditional definitions of teacher and student. They design their own curricula from online courses, get their hands dirty at community laboratories and hackerspaces, and seek out mentors. They help others learn, participating in an active learning exchange. They are teachers as much as they are learners. (Extreme Learners)
It’s the hunger for learning rather than raw intellect that distinguishes Extreme Learners from the gifted. Intensely motivated and harboring a breadth of interests, they also consider ignorance a temporary and reparable condition. What’s the lesson here for schools? In short, standardization, repetition, and rigidity are deadly for the curious. “Nothing bores me more than seeing a list of redundant facts I have to memorize,” Mollie Cueva-Dabkoski said. Biology class dragged for Thomas Hunt, but the school turned him down when he tried to replace a few classes with work in a lab outside school. “High school is a big day care system,” Roth said. The main takeaway for teachers is, give students more flexibility and choice over what they’re working on,” Milton Chen said. “Give kids the tools to identify their interests and gather information. And help them find like-minded people to work with.” (What Makes an ‘Extreme Learner’?)
Milton Chen proposes the following 7 Habits of Extreme Learners
Finally, there is a new initiative entitled XQ: The Super School that appears to be promoting an educational learning environment that supports Extreme Learners:
To rethink school, every participant deserves access to the latest science about learning, the latest understanding about what the true need is, the latest expertise about what kinds of students our educational system must now foster. (http://xqsuperschool.org/about).
Visions of Education Futures Floating Around in My Head
Walk into a classroom in any part of the United States, even the world, and you most likely will scratch your head in disbelief asking yourself questions such as:
- Why do the classrooms look pretty much like the ones in which I, my parents, and my grandparents learned?
- Many students (of all ages) own computers in the form of their cell phones that are more powerful than all of the computer power of NASA back in 1969, when it placed two astronauts on the moon. Why aren’t they using them for learning?
- Why are the kids still categorized and sorted by date of manufacture (birthdates)?
- Why are the students using paper-based textbooks that are older than the students, themselves, and provide no options to check for information accuracy or to extend their learning based on areas of interest?
- Why is there one person standing in front of the room doing all of the talking with students sitting passively at uncomfortable desks when we know that active, social, and experiential learning promotes interest, engagement, and deep learning?
Slowly, ever so slowly, 21st century technologies, networking, and daily living practices are inching their way into our public school institutions. It may, to the chagrin of many of us, be at a glacier’s pace, but there is hope for the future of education. Technology will free us to ask questions that have never been posed, to envision beauty never before unveiled in the mind’s eye. To achieve this, though, we’ll need to educate people very differently (Robot-Proof: How Colleges Can Keep People Relevant in the Workplace). This generation has never known a life without technology and are constantly inventing new ways to use it for education, communication, innovation, recreation, and creation. Their visions for how people should learn will permeate the current systems of education and they will hopefully be the change agents bringing in a new era of education. They are growing up in a world full of connection, networking, and innovation and will demand that their educations reflect that connectedness, inventiveness, and orientation towards the future. “By creating millions of networked people, info-capitalism has created a new agent of change in history: the educated and connected human being (PostCapitalism: A Guide to Our Future). There needs to be a different type of learning experience to prepare students for the future. The potential for the future of education is limitless. A vision for this future given technological and crowdsourced inspired advances include the following:
Information is abundant and education will become more evenly distributed. Our world is now marked by information abundance, surplus, and access. Learners are consuming real time and constant information, media, and news via Google, Youtube, Twitter, Facebook, and forms of social media via their mobile devices. Due to the ubiquitous nature of mobile devices and increased bandwidth, quality education will be accessible to everyone regardless of geographical location and socio-economic status. The futures of education will include learners being given the skills and agency to access this information and use it to inform their learning. The human mind plus our current technologies will far exceed the sum of these individual parts potentially for everyone throughout the globe.
Social based and networked learning will become the norm and an expectation by both educators and learners within all types of educational venues – formal, online, face-to-face, and job training. The borders such as those between grade levels, communities, ethnicities, states, countries that, in the past, way too often created artificial demarcations in educational opportunities will diminish and eventually disappear as globalization reinforces and rewards learners’ collaboration and interdependence with one another.
The emerging pedagogy of this century isn’t carefully planned. Rather, it’s developed fluidly. Our traversals across networks are our pathways to learning, and as the network expands, so does our learning. We share our experiences, and create new (social) knowledge as a result. We must center on the ability of individuals to navigate this space and make connections on their own, discovering how their unique knowledge and talents can be contextualized to solve new problems ( http://www.manifesto15.org/en/ ).
We have technologies to access any type of information and to create products that match the pictures and voices in our minds. We will use technology to get the assistance and feedback from folks around the globe for own personalized learning.
The technologies associated with customized avatars, haptic sensors, and online language translators will evolve enabling us to hold Holographic Meetings. This will allow learners from all over the world to meet virtually face-to-face and network in real time where they can see and hear one another as if they were in the same space. Learners will come together for real time communications, brainstorming, problem solving, and collaborative learning. Learners of all ages from all geographical locations will meet via these holographic meetings to discuss areas of personal and academic interest, ideas for creative pursuits, and entrepreneur-related initiatives.
Textbooks and lectures of the past will be replaced by augmented and virtual reality simulations. 3D, 4D and even 5D will create many opportunities for learners. Informational texts in the future will not just show 2D pictures and plain text. It will be built to display 3D images, videos, and simulations.
Project Based Learning and DIY (do it yourself) will replace drill and kill instruction. Today’s education too often focuses on thinking about things rather than actually engaging in hands-on and experiential learning. Learners will embrace the DIY movement, making and creating as much or more than consuming. Humans have an innate need to create, innovate, dream . . . to do rather than just to be. The learners will be the voices and drivers of their own self-tailored, real world, and authentic projects. Their educations will be interdisciplinary as is life. Skills such as reading, writing, math, and other related disciplines will be learned within the context of real life projects.
Learners along with their connected networks will create their own mash-up of learning materials – print, online, video, and others forms of media. These educational resources will be gathered, curated, and disseminated freely and openly through a sharing economy. Educators and learners as well as policy makers and businesses will embrace this sharing economy as they realize how much a sharing economy can benefit current and future learners.
On the local level, learners will find their way to Neighborhood Learning Centers. These neighborhood learning centers will combine the best of coffee shops, libraries, technology centers, and makerspaces. The sites, sounds, smells, and interactivity that attract people to these places will replace the dry, often lifeless classroom environments filled with uncomfortable desks, only one person taking at a time, passive learning, and lack of real life learning opportunities. Educators would be the facilitators in these spaces acting as mentors, coaches, guides on the side especially for the kids and young people who come there.
In other words, these meeting and learning spaces will be learning labs. Learning labs are innovative spaces that prepare learners to meet the challenges of a complex global economy and gain the skills they need to succeed in a rapidly changing world, while allowing them to follow their passions and to inspire one another. Learning labs enable people to build the skills and knowledge to pursue a personal interest or passion in an environment that provides support from friends and caring adults, and can link this learning and interest to academic or career success or to civic engagement (The Spread and Evolution of Learning Labs). The learning centers and labs will drive technological and human advancements rather than being environments characterized by late adoption as is typical of today’s school systems. They will act as think tanks, be the hubs for visionaries and trendsetters, and be the leading edge of innovation that will influence all other institutions.
Interest and passion-based learning groups will form within these learning communities and labs. These groups will emerge as members interests emerge. They will be fluid as membership changes and members’ interests grow, evolve, and change. Because there will be a number of neighborhood learning centers in every community, each center will have its own unique voice, personality, and passion-based groups. This not only will give learners choices within a given neighborhood learning center but additional choices within other neighborhood centers.
The groups will be mixed ages and genders where members act both as learners and as teachers. There will be situational teaching and learning. This means that if someone has the knowledge or skills related to a certain area of learning, then that member will emerge as the teacher regardless of age. Contributions by all not only will make everyone feel valued, the community as a whole will benefit.
The essence of the demand for freedom is the need of conditions which will enable an individual to make his own special contribution to a group interest, and to partake of its activities in such ways that social guidance shall be a matter of his own mental attitude, and not a mere authoritative dictation of his acts.
John Dewey, Education Philosopher in Early 20th Century
Professionals will go to these learning labs to locate and recruit learners to come to their organizations for short and longer apprenticeships. Learning in apprenticeship is not just about learning to do (active learning), but also requires an understanding of the contexts in which the learning will be applied. In addition there is a social and cultural element to the learning, understanding and embedding the accepted practices, customs and values of experts in the field (Models for teaching by doing (labs, apprenticeship, etc.). The organizations will benefit by having the fresh perspectives of the apprentices who received their training and educations at the learning centers. The apprentices will benefit through gaining experience in the real world of work, and the learning centers will benefit as the apprentices bring back their experiences to the centers creating a full and fresh cycle of learning.
Learners will be asked to publish apps, articles, videos, or games; or develop a new invention or some form of new technology in order to graduate. New technologies are emerging at rate never seen before in the history of humankind. Each day brings new ways in which media, news, entertainment, photos, videos, games, apps, and augmented and virtual reality are being conceptualized, produced, and disseminated. Graduation requirements from High School and College will be based on learners adding something of value to their fields of interests and thus, to the world. Educational institutions, including the learning centers discussed earlier, will create ecosystems that support all kinds of student entrepreneurship and reinforce the values of inventiveness and innovation. Knowledge and skills will be demonstrated through portfolios and public demonstrations of completed projects. It’ll be a micro-credentialed and competency based education so employers and interested others will know the knowledge and skill sets of potential employees. This will include service to others.
Globalization creates an increased awareness and fuller picture of world issues which often leads to increased empathy. Today’s kids are growing up witnessing social activism via social networks, crowdsourced fundraising for those in need with initiatives like DonorsChoose and Indiegogo, and resourceful students doing projects to serve the underserved such as creating prosthetic arms with 3D printers and turning plastic bags into sleeping mats for the homeless. The result will be a world where Altruism and Service will become the norm addressing the need for humans to create safety, opportunity, and prosperity (intellectual, emotional, social) for all. We will err towards humanitarianism as global stewardship will permeate all aspects of education. Writing, inventing, creating media, and entrepreneurship for change will drive educational endeavors supporting the belief that all humans want to live a life based on, “I want to do things that will change people’s lives.” Problems will always exist in the world, but the collective whole of the human race, given the advancements specified in this article, will actively and proactively seek their amelioration.
Student Voice Comes With Teachers as Listeners
This piece was actually sparked by an interview of Lady Gaga by Soledad O’ Brien at the Born This Way Emotion Revolution Summit where Gaga stated, “It’s time to stop telling learners what to do and start listening for we can do for them.”
One of those accepted practices, sadly, in most educational settings is that the teacher is the authority to be respected and listened to without question. Listening to students is not a practice that is often taught in teacher education programs.
There is a current movement, in some circles, to promote and honor student voice. But, and this is a huge but, if educators are serious about honoring student voice, they need to first learn how to listen, really listen to their students.
Students who are given a voice in setting goals gain ownership in what they’re learning. Teachers who listen to what students tell them they need to learn gain more than just a better understanding of the children they teach — they gain clarity on their roadmap to better teaching. And when conversations about teaching and learning are allowed to happen, teachers and students develop mutual trust and high expectations. (Want to Improve Teaching? Listen to Students)
Sadly, upon doing a Google search about why’s and how’s on educators listening to students, I found very little on the topic. It really gives the message – reinforces that teachers listening to students is not seen as part of best classroom practices. So my goal of this post is to offer some suggestions on how to listen to learners.
Listening Skills for Educators
- Attend to the speaking learner with an open mind; without any agenda except to just listen.
- Use body language and nonverbal cues that demonstrate a focus on the speaking learner.
- Practice empathy skills with both verbal and nonverbal responses.
- Engage in informal conversations encouraging learners to talk about non-school related topics.
- Summarize what you heard the learner saying.
- Reflect back to the learner what you believe to be the thoughts and feelings behind the stated message.
- Ask open-ended questions if and when you don’t understand what the learner is saying and/or if you need further information.
- Inquire about how learners connect to their learning; about their metacognitive strategies.
Benefits of Listening to Learners
The benefits of encouraging and listening to student voices, and then acting upon what they say include:
- Positive classroom culture which can lead to a positive school culture,
- Improved teaching and learning,
- Better teacher-student relationships,
- Learners see themselves as active partners in their own education; they become more invested in their learning,
- Learners feeling that they are in a safe environment where they are willing and able to express concerns, ask questions, ask for help, take risks.
The Educator as a Maker Educator: the eBook
I compiled all of my blog posts about Maker Education into an ebook that I published via Amazon Kindle. The price is $3.99. It can be accessed at http://www.amazon.com/Educator-as-Maker-ebook/dp/B016Z5NZ6O/ref=asap_bc?ie=UTF8
The pieces include theoretical ideas, informal research-observations, ideas related to the educator as a maker educator, the maker education process, suggestions for implementation, and reflecting on the making process. Graphics and infographics created to support the chapter content are included.
The Table of Contents:
- Introduction
- The Perfect Storm for Maker Education
- Is It Project-Based Learning, Maker Education or Just Projects?
- Maker Education and Experiential Education
- MAKE STEAM: Giving Maker Education Some Context
- The Intersection of Growth Mindsets and Maker Education
- Becoming a Lifelong Maker: Start Young
- Making and Innovation: Balancing Skills-Development, Scaffolding, and Free Play
- Let Children’s Play (with Technology) Be Their Work in Education
- Tinkering and Technological Imagination in Educational Technology
- Educator as a Maker Educator
- Educator as Lead Learner
- Promises to My Learners as a Maker Educator
- The Flipped Classroom: The Full Picture for Tinkering and Maker Education
- Maker Education: Inclusive, Engaging, Self-Differentiating
- Team Building Activities That Support Maker Education, STEM, and STEAM
- Stages of Being a Maker Learner
- Making MAKEing More Inclusive
- Example Lesson: Maker Education Meets the Writers’ Workshop
- Reflecting on the Making Process
Learning at school? What’s wrong with this picture?
What does learning look like in school environments? What is wrong with the following pictures?
Mohamed, a self-assured kid with thick-framed glasses and a serious expression, had just started at MacArthur High School a few weeks ago. The Irving, Tex., ninth-grader has a talent for tinkering — he constructs his own radios and once built a Bluetooth speaker as a gift for his friend — and he wanted to show his new teachers what he could do. So on Sunday night, he quickly put together a homemade digital clock (“just something small,” as he casually put it to the Dallas Morning News: a circuit board and power supply connected to a digital display) and proudly offered it to his engineering teacher the next day. “They took me to a room filled with five officers in which they interrogated me and searched through my stuff and took my tablet and my invention,” the teen said. “They were like, ‘So you tried to make a bomb?’ I told them no, I was trying to make a clock. “I really don’t think it’s fair because I brought something to school that wasn’t a threat to anyone,” Mohamed said. “I didn’t do anything wrong. I just showed my teachers something, and I end up being arrested later that day.” (‘They thought it was a bomb’: 9th-grader arrested after bringing a home-built clock to school.)
. . . and in 2013, Kiera Wilmot, a Black, Female student, was arrested for her science experiment:
16-year-old Kiera Wilmot became curious after a friend told her about a reaction that would happen if she mixed hydrochloric acid and aluminum. In a small water bottle, she mixed toilet bowl cleaner with aluminum foil–a bang, a blown bottle top, and a small puff of smoke came out of the reaction. Hundreds of videos of similar experiments appear on YouTube. Shortly after the incident, the school’s assistant principal questioned Wilmot’s science teacher who said he didn’t know anything about the experiment. Then the assistant principal called the police. Despite her intellectual thirst for scientific knowledge, Kiera didn’t receive a pat on the back for her curiosity nor did she receive a warning not to try this again on the school campus unless under the supervision of her science teacher. No people were physically harmed and no property was damaged during the incident. But Kiera was expelled from Bartow High School and slapped with two felony charges – possession/discharge of a weapon on school grounds and discharging a destructive device. (Kiera Wilmot, 16, Arrested at School after Failed Science Experiment)
. . . and Paris Gray, a Black, model student, was about to graduate:
Paris Gray, upstanding vice president of her about-to-graduate high-school class in Jonesboro, Georgia, when administrators figured out what her yearbook quote meant. It read: When the going gets tough, just remember to Barium, Carbon, Potassium, Thorium, Astatine, Arsenic, Sulfur, Uranium, Phosphorus translated to when the going gets tough, just remember to [Ba][C][K] [Th][At] [As][S] [U][P]. “Basically, it was me just saying start all over again,” she said. Administrators barred Gray from participating in a senior walk on Friday, Willis reported. She was also supposed to speak at the upcoming graduation ceremony, but Gray said an assistant principal told her that was off. “It just completely destroyed me,” Gray said, “and my mom’s been telling me don’t let it ruin my happiness, but it’s, like, really taking a big toll.” (The Chemistry Joke That Got a Student Suspended)
. . . and although less dramatic, harmful, and painful, there was this from the brilliant Jack Andraka, when at 15 he discovered a test for pancreatic cancer:
And, so, I’m really fascinated by carbon nanotubes. I was reading this really interesting paper in biology class, and all of the sudden, we were learning about these new things called antibodies. So then I though, in my biology class, I was just sitting there behind my desk looking at this little paper, I thought, “What if I put this antibody in a network of carbon nanotubes?” just wildly, on a whim. And then it hit me. Amazing. I was very very happy. My biology teacher wasn’t as happy when she found me reading a paper instead of writing an essay on biology class. (Detecting Pancreatic Cancer… at 15)
I have said and will continue to say that the biggest ethical travesty of our times is “teaching” the spirit and passion out of a learner.
http://sunnibrown.com/doodlerevolution/showcase/ted-schools-kill-creativity/
Stages of Being a Maker Learner
So what is making? I’ve proposed that the heart of making is creating new and unique things. I also realize that in order for this type of making to occur, there needs to be some scaffolding so that maker learners can develop a foundation of knowledge and skills. The end result, though should be maker learners creating new things by and for themselves. The ideas in this post have been sparked by the SAMR model. I see a similar pattern or progression with maker education:
- Copy – make something almost exactly as someone else has done.
In this age of information abundance, there really is an unlimited number of DIY resources, tutorials, Youtube videos, online instructors and instructions on making all kind of things. These resources provide a good beginning for acquiring some solid foundational skills and knowledge for learning how a make something one has never made before.
- Advance – gain more advance knowledge and skills by doing similar projects
During this stage, the maker learner, who desires to learn more about a given skill, project, or product, gains more advanced skills and knowledge by exploring additional and more advanced resources and by using these resources to create more advanced makes.
- Embellish – add something that has been done; add a little of one’s self to it.
When embellishing, maker learners extend their copied projects to include their own ideas. They tailor the copied projects to include their own ideas or embellishments. Example embellishments can be found with 3D printing, Makey-Makey, and littleBits adaptations.
- Modify – take what others have done and modify or morph it into something new.
When modifying, maker learners take something that has been created before and tweak it to make something new. An example is the cardboard challenge where kids who were inspired by Caine’s Arcade build their own cardboard creations.
- Create – make or create some new, unique, different than what has been created before
When creating, maker learners create some unique or new. A simple example is when kids (and adults) take apart toys and use those parts to create new kinds of toys. A more complex example was the first folks who created prosthetic arms for 3-D printers.
Getting to Create stage will not occur for everyone but the Create doesn’t have to be that unique or earth shattering. It just means making something – anything more different or unique than what has been made before. I do believe, though, that maker learners need to get beyond the Copy and Advance stages to add something of themselves to their makes. I believe this is what true making is all about.
Schools Need to Include More Visual-Based Learning
When asked what my first language is, I often answer, “visual.” I think in images, prefer to be taught through images, and like to express what I know through images. I find it disconcerting that as learners progress to the higher grades, there is less use of images and visuals to teach concepts.
The power of the use of vision for learning is emphasized by developmental molecular biologist, John Medina, where in his publication, Brain Rules, he states:
Vision Trumps All Other Senses
We are incredible at remembering pictures. Hear a piece of information, and three days later you’ll remember 10% of it. Add a picture and you’ll remember 65%. Professionals everywhere need to know about the incredible inefficiency of text-based information and the incredible effects of images (http://www.brainrules.net/vision).
Created by students for teachers, the following video shows students frustrated with the lack of visual learning in the classroom:
This post is a call to action to increase visual-based learning in the classroom through:
- Using visuals, images, video, and other visual media to teach and demonstrate concepts.
- Using and teaching learners how to make concept maps.
- Using and teaching learners how to do sketchnotes.
- Allowing and encouraging learners to show what they know through visual imagery.
- Teaching visual literacy.
Use Visuals, Images, Data Visualizations, Infographics and Videos to Teach Concepts
Our brains are wired to rapidly make sense of and remember visual input. Visualizations in the form of diagrams, charts, drawings, pictures, and a variety of other ways can help students understand complex information. A well-designed visual image can yield a much more powerful and memorable learning experience than a mere verbal or textual description (http://cft.vanderbilt.edu/guides-sub-pages/visual-thinking/).
Because of all of the multimedia available to teachers, there has been an increased use of visual presentation of content in the classroom. Educators, though, should assess their visual impact. Youtube videos of talking heads or PowerPoint presentations that are text based just reinforce instructional systems too heavily dependent on the verbal and written word.
The use of slide presentations by educators help to provide visual stimulus for their learners. They tend, though, to be way too text based as satirized in Life After Death by PowerPoint by Don McMillan . Truthfully, I am a strong proponent of using PowerPoints for teaching given that they are image rich and text limited. Garr Reynolds or Presentation Zen provides tips for preparing presentations that honor the use of visuals in Top Ten Slide Tips.
Concepts can also be demonstrated through data visualizations and infographics.
Visual analytics play off the idea that the brain is more attracted to and able to process dynamic images than long lists of numbers. But the goal of information visualization is not simply to represent millions of bits of data as illustrations. It is to prompt visceral comprehension, moments of insight that make viewers want to learn more (http://learning.blogs.nytimes.com/2011/04/08/data-visualized-more-on-teaching-with-infographics/)
Strategies for using data visualizations and inforgraphics in the class can be found at Data Visualized: More on Teaching With Infographics.
Use and Teach Learners How to Make Concept Maps and Graphic Organizers
Research tells us that the majority of students in a regular classroom need to see information in order to learn it. Some common visual learning strategies include creating graphic organizers, diagramming, mind mapping, outlining and more. These strategies help students or all ages better manage learning objectives and achieve academic success. As students are required to evaluate and interpret information from a variety of sources, incorporate new knowledge with what they already have learned, and improve writing skills and think critically, visual learning tools help students meet those demands. Paired with the brain’s capacity for images, visual learning strategies help students better understand and retain information (http://www.inspiration.com/visual-learning).

For more ideas for using mind maps in the classroom, see 10 Mind Mapping Strategies For Teachers.
Use and Teach Learners How to Do Sketchnotes
Sketchnotes are rich visual notes created from a mix of handwriting, drawings, hand-drawn typography, shapes, and visual elements like arrows, boxes, and lines (definition from Mike Rohde, The Sketchnote Handbook). Although sketchnoting was born out of the need to take better notes at conferences and in meetings, I believe the process of making sketchnotes may have tremendous educational value for students and professionals. This is especially true for students who struggle taking traditional notes or need a fresh approach to learning. Please keep in mind that this is about ideas, not art (The Sketchnote Handbook) (http://campus.murraystate.edu/faculty/jcox/sketch.html).
I discuss Sketnoting in more detail in my post – Visual Note-Taking and/or see the work of Sylvia Duckworth at https://sylviaduckworth.com/sketchnotes/.
Allow and Encourage Learners to Show What They Know Through Visual Imagery
Allowing learners to show what they know through visuals supports Universal Design for Learning second principle, Provide Multiple Means of Expression:
It is important to provide alternative modalities for expression, both to the level the playing field among learners and to allow the learner to appropriately (or easily) express knowledge, ideas and concepts in the learning environment. These include:
- Compose in multiple media such as text, speech, drawing, illustration, design, film, music, dance/movement, visual art, sculpture or video
- Use social media and interactive web tools (e.g., discussion forums, chats, web design, annotation tools, storyboards, comic strips, animation presentations)
- Compose in multiple media such as text, speech, drawing, illustration, comics, storyboards, design, film, music, visual art, sculpture, or video
Such alternatives reduce media-specific barriers to expression among learners with a variety of special needs, but also increases the opportunities for all learners to develop a wider range of expression in a media-rich world (http://www.udlcenter.org/aboutudl/udlguidelines/principle2).
Teach Visual Literacy
If we think of literacy as reading and writing words, visual literacy can be described as the ability to both interpret and create visuals. With the constant, overwhelming flow of information and communication today, both parts of this modern literacy equation are non-negotiable (http://gettingsmart.com/2015/07/the-new-literacy-equation-visual-literacy-is-non-negotiable/).
Visual literacy is important in multiple ways:
- Teaching visual literacy helps kids better interpret art and visual media that they come in contact with.
- Visual literacy allows a deeper interaction with texts of all kinds and introduces the process of analytical thinking about representation and meaning.
- There is evidence that, even for older children, examining and understanding how art and text interact may allow readers to “visualize” while they read–a key to proficiency in and enjoyment of reading.
- By teaching “educated perception” of artwork (for instance, how certain techniques elicit specific emotions or effects) you can teach children how to be more skeptical and informed viewers of all visual media, including advertising (http://ccb.lis.illinois.edu/Projects/youth/literacies/visual2.html).
Here is list of visual literacy resources as compiled by Kathy Schrock: