©2014 Lindamood-Bell Learning Processes

Lindamood-Bell®

Professional Learning Community

Connecting Imageryto Higher Order Thinking

Kathryn Winn March 26, 2014

Visualizing and Verbalizing® Instruction

©2014 Lindamood-Bell Learning Processes

Higher Order Thinking (HOT)

V/V® steps ensure the application of gestalt imagery to critical thinking and problem solving.

Concept Imagery is necessary for higher order thinking.

• Why? Because those comprehension skills build from the big picture.

• If individuals are primarily processing parts, they make inaccurate inferences or draw inaccurate conclusions, not because they want to or are trying to, but because they do not have appropriate and rapid imagery from their sensory system.

©2014 Lindamood-Bell Learning Processes

Higher Order Thinking (HOT)

Getting the Main Idea

Drawing a Conclusion

Making an Inference

Predicting/Extending

Evaluating

Pages 169–170

©2014 Lindamood-Bell Learning Processes

Higher Order Thinking (HOT)

Main Idea (MI) first, then ask different types of questions. Student uses images from the story to answer questions.1. Main Idea: use primary imagery

• “What is the main thing you imaged?”

2. Conclusion: what/why questions• “From all your images, why do you think this…?”

3. Inference: why questions• “From all your images, why do you think…?”

4. Prediction: use gestalt imagery• “From all your images, what do you think might happen

next for the…?”

©2014 Lindamood-Bell Learning Processes

Good V/V Questioning

Directly and explicitly uses imagery for higher order thinkingDrives the sensory bus• “From all your images, what was the main idea?”

• “From your pictures why do you think…?”

• “From what you pictured, what do you think will happen next?”

• “From all your imagery, can we conclude…?”

• “From all your images, if…then, what can we predict about…?”

©2014 Lindamood-Bell Learning Processes

Let’s Practice HOT

There is a small crab-like creature that lives in the mouths of some fish. This creature, sometimes called a tongue biter, grabs on to the fish when the fish swims near the sandy sea floor. He climbs inside the fish’s mouth and pinches its tongue with his sharp legs. The tongue biter slurps blood from the tongue until the tongue withers and falls off. Then the tongue biter hunkers down at the bottom of the fish’s mouth, where its tongue used to be. He feeds on scraps of food that the fish eats and even helps move food around in the fish’s mouth, just like a real tongue.

(Imagine That! 5, Story 26)

“Bite Your Tongue”

©2014 Lindamood-Bell Learning Processes

Higher Order Thinking (HOT)

What are some HOT questionsthat you would ask your students?

“Bite Your Tongue”

©2014 Lindamood-Bell Learning Processes

Higher Order Thinking (HOT)

From what you pictured…What is the main idea of this story?

Do you think the fish’s mouth is a good place to live? Why or why not?

Why do you think the tongue biter stays in the fish’s mouth after the tongue is gone?

Why do you think the fish does not just swallow the tongue biter?

Do you think the fish minds having the tongue biter living in his mouth? Why or why not?

“Bite Your Tongue”

©2014 Lindamood-Bell Learning Processes

Review Error Handling

The Socratic method of teaching is a question and answer interaction, and a response is required from the student.

Consider an incorrect response as an opportunity to use the imagery-language connection for higher order thinking, reasoning, and language comprehension.

©2014 Lindamood-Bell Learning Processes

Review Error Handling

1. Note the student’s response;

2. Engage positively;

3. Question, or give feedback, to help her analyze her response; and,

4. Help her compare her response to the stimulus.

Four Error Handling Principles