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Sharon Chiang , ' ' ^: 'MED 6060 ' ^ ,,; ^ ;- 'Presentation , :
.March29,2011 ;. ' VStrategy #17: Visualization and Guided
ImageryVisuahzation and Guided Imagery Visuahzation is creating a
mental image that doesn't exist or
cannot be seen (Starko, 2001). This is freer and more
spontaneousimagery practice technique that features less direction
and scripting from the teachers.(Wheatley, 1989).
Guided Imagery is a type of visualization that requires directed
guidance and learners' priorknowledge. Teachers used scenes or
scripts to direct students' imaging (Starko, 2001).
Two to three minutes of quiet time wi th music and visualization
techniques can be usd inclass to help students relax their brains
(Tate, 2010). '
Benefits Mental imagery allows individuals to form schemas for
understanding and sense-making. It
also aides relaxation and reduces stress and test anxiety
(Wheatley, 1989). Guided Imagery strategy can help students
visualize what they are reading and learning and
bring the material to life and make it more meaningful
(International Reading Association,2001).
Using guided imagery in content areas enhances students' memory
and stimulates theirwrit ing and other creative expression (Starko,
2001) v r
This strategy provides opportunities for students to use their
imaginations to facilitateunderstanding across the curriculum
(Tate, 2010).
Classroom Ideas: This strategy is appropriate for students in
any grade levels in all content areas '(International Reading
Association, 2001).
Math Have students visualize each step
of the word problem anddetermine what operations areused to
solve the problem or havethem draw pictures to illustratedthe
problem
Have students visualize the givenshapes look l ike when rotated
180degree, flipped vertically, orturned 90 degree
Visualize walking on thenumbered line for adding andsubtracting
integers
Picture the steps of multiplyingdecimals or steps of
solvingequation or expression
Reading & Writing Have students draw visual images
that l ink to the vocabulary word toits definition.
Have students draw illustrationsfor books that do not have
picturesor illustrations that have not beenshown.
Read aloud to students and stopperiodically and have students
1)describe the scenes in their minds(what they see, hear, feel,
touch,and taste), 2) visualizethemselves as characters in thestory,
and 3) ask "What i f . . . "questions
