Visual Learner Lesson Plan
For this activity, you are asked to construct a lesson or part of a lesson – based on one or two expectations from a senior course within your chosen discipline – that you believe would engage a visual learner. You may use any of the forms of technology we have touched upon in this activity.
A visual learner is a student who…
• Learns by watching others
• Responds to visual cues
• Uses images to remember
• May think in pictures
• Enjoys visual stimulation
• Has a tendency to daydream
• Is prone to distraction
• May have difficulty with verbal instruction or lecture style
The ideal way to reach the visual learner is through the use of…
• Colourful and bold visual displays
• Maps diagrams
• Smart boards
• PowerPoint presentations
• Videos, computers and other multi-media
Uses of Technology for the learner:
Electronic Slide Presentations
When lecture or other factual material must be delivered to the students, it is often helpful to teach that material in the form of a slide presentation. This style allows the teacher to deliver the material in a more creative format and can include pictures, video, maps, graphs, and may include interactive features as well. A visual learner will be more likely to successfully retain material that is presented in such a creative format. It is important to remember that there are caveats to consider when using an electronic slide presentation.
• Technology does not replace sound pedagogy
• Students can be overwhelmed with presentations that are too busy, lack structure or have too much text
• Slide presentations should provide students an opportunity to engage in the lesson and be responsible for their own learning
• If they are used too often, they will not be as effective
Videos can provide an opportunity for enhanced understanding and appreciation of an historic event, environmental or social concern or geographic phenomenon. Whether a video is documentary or a dramatized version of events, it can enrich a lesson and reach students on a multitude of levels. Again, before you view the following video that might accompany a senior level sociology class, there are caveats to consider when it comes to the use of video.
• Videos must be relevant to curriculum
• Often entire videos are shown when a few clips would suffice
• Video should be used to enrich learning and are generally ineffective as tools for teaching new material
• If used too often they become less effective
• All videos should be accompanied by activities that will engage students – question sheets, pair/share discussion etc…
• Longer videos should be shown in blocks with engaging activities taking place between those blocks
Like the other multi-media forms, the computer fosters enrichment not only through visual stimulation but through interactive activities that allow a student to think critically, problem solve and improve reading and writing skills. Providing learning opportunities for students by allowing them to work through activities on the computer presents some challenges to the teacher.
• Activities must be very well structured and goal driven
• Teachers must take into account the wide range of technological abilities in the average classroom and be prepared to accommodate that reality
• Students must be very well supervised and supplied with benchmarks so the teacher can monitor progress
• Teachers must be careful that links are secure, appropriate and relevant
**You can use any technology or combination of technology for the lesson that you’d like that would appeal to a visual learner. I have uploaded a copy of the Ontario (Canada) social science curriculum. You can take the expectations for the lesson from any grade 11 or 12 course within the document.