This post is a little different from the others because I would like to delve into an ADHD side issue just a little.
With the advent of “sketch noting” and “differentiation,” so-called “visual-spatial learning” is actually a hot topic in education circles. This learning category is often contrasted with others such as “auditory-sequential” and “kinesthetic-tactile.” Prominent indicators include the following: Trouble with timed tests, frustration with writing assignments, inability to budget time well, and general disorganization.
This sounds like my grandson. So, is he suffering from ADHD or is he just a visual-spatial learner? Could it be both?
What Is a Visual-Spatial Learner?
Although there are no hard and fast rules or canonical definitions, there are a few “indicators.”
The idea of visual-spatial learning assumes several things, including that people can be meaningfully categorized according to their learning “styles.” This is not the place to defend the soundness of the idea. I just want to sketch the concept and describe a bit about how it may be relevant to ADHD.
But, once the idea has been accepted (if only provisionally), the question turns to identifying whether or not it applies to a given person.
In a handful of cases, this may be obvious. For example, if an individual is constantly talking about things in terms of images or is heavily dependent upon visualization, then it seems safe to say that the person is “visually oriented.” Some disciplines (like neurolinguistics) talk of the so-called “modalities.” On this way of thinking, a person might be visual if he or she frequently uses expressions such as “I see what you mean.”
There are less obvious cases, however.
10 Qualities of a Visual-Spatial Learner
- Disorganized
- Enjoys Assembling Puzzles
- Forgetful (of what is heard or read; of rules; etc.)
- “Holistic” (rather than “sequential”)
- Intuitive
- Lacks Scheduling and Time-Management Skills
- Not Academically “Fluent” (i.e., has trouble with timed tasks/tests)
- Poor Speller
- Proclivity for the Arts (including dance, drama, drawing, music, painting, scultping, etc.)
- Remembering (of what is perceived visually)
Visual-spatial children and teens are the ones that turn in late and messy work. They’re late because of their poor grasp of time management. They’re “messy” because many school assignments are sequential.
They may be the daydreamers that are highly creative and humorous. They are the kids that take things apart, “pile” (instead of file), and do a lot of fidgeting. They are also going to be the adults whose skills and talents future careers will rely on.
‘Left-Brained’ Versus ‘Right-Brained’
The brain has two hemispheres. Humans need both to function, because thinking and processing information depends upon a complex and integrated system. However, some believe that each side has its special purpose.
The left side has been shown to favor auditory-sequential learners with the emphasis on the function of language, like reading, writing, spelling and organizing. These are the so-called “left-brained” individuals.
“Right-brained” individuals are relevantly different. The right side interprets language by contextualizing it. This side looks at the tone of voice and body clues.[1] Although both sides are needed to integrate the information, many people think that everyone has a “dominant” side.
Studies suggest that at least 45% of kids in a regular classroom prefer a visual-spatial approach to their learning.[2] But most classrooms are set up to accommodate auditory-sequential learners.
You can readily see how and why ADHD teens and other students who are visual-spatial learners can experience problems.
In a previous blog post (see HERE), I mentioned a study about the “picture-superiority effect,” with specific emphasis on the drawing effect. This makes sense, because visual-spatial students think in images.
Experience and research have also shown the importance of hands-on, experiential learning. According to Mrs. Golon: “Hands-on learning is a powerful method of acquiring and retaining new skills and knowledge no matter the age of the learner.”[3]
Arguably, this method’s “power” rests upon the activation of the right hemisphere. Engaging the right side of the brain allows teachers to reach all students, which increases differentiation for each child. It also assists in increasing attention of every student because unless the right side of the brain is activated and engaged attention is low and learning is poor. Neuroscientists found that flashes of insight that precede the “Aha!” moments are accompanied by large bursts of neural activity in the right hemisphere. When we work in only the left side, the “eureka center” remains quiet. This makes it very important to engage the right hemisphere especially as we move out of the Information Age.[4]
Another article[5] verifies that visual-spatial students have trouble with academics but also relates that they may also be talented artists, cartoonists, LEGO experts, mechanics, etc. – and that they exhibit competence in other visual-spatial areas. It showcases a variety of ways to help them master academics.
Ways to Help[6]
- Visualize – Allow time for students to visualize what they have just learned or read.
- Draw – Allow time to draw pictures of the material.
- Interact – Let them use computer software or “apps” (mobile applications) that are visual and interactive to learn the concepts.
- Construct – Demonstrate learning by building a model or a diorama.
- Watch – Show videos that explain the material.
- Keep – Encourage them to depict images and thoughts in a visual-thinking journal.
- Break – Schedule in visual-thinking breaks to play Pictionary or to do imagination exercises.
- Find – Allow them to find visual images on the internet that pertain to the concepts.
- Take Notes – Let them use mind-mapping or sketch notes.
- Use – Find textbooks that are highly visual.
Help in Specific Subjects[7]
Reading Helps
- Most schools use phonics to teach reading which is geared toward the auditory-sequential learners. This method teaches students to break down words into small (phonetic and sequential) parts. But visual-spatial learners can’t conjure up pictures using these tiny parts. Visual-Spatial learners do better with a sight-word approach They can write the whole word on a card and draw a picture. Then they can sort the words according to beginning or ending sounds. This sorting method uses “analytic phonics.”
- Older students can speed read by skipping any word that doesn’t paint a picture. Words like “a,” “and,” “but,” and “the” can often be skipped without hurting comprehension.
- Scanning for important information in textbooks could also be a help for our readers who dislike reading because it takes too long. Textbooks especially highlight important words and have sidebars of graphs and maps that showcase pertinent facts.
Writing Helps
Stories
Visual thinkers are usually highly imaginative and can spin great stories. The problem is getting those stories down on paper. The effort to translate those fantastic depictions into words and then write or type them is often too much to handle.
- Allow them to draw first can sometimes assist them in keeping the ideas in their head. Have students dictate to someone or into voice-activated software for the computer like Dragon Naturally Speaking (click HERE to check the current price on Amazon) helps them go faster to capture their ideas.
Reports
- There may be alternate ways to “show what you know.” Maybe by making a diorama, map, storyboard time line or power point.
- When a written report absolutely has to be done, there are ways to organize. The students could do “webs,” note cards, and post-its – or they could even tape record their thoughts. A web or mind map is a visual way of organizing information.
- If they have to put their facts into an outline format, then this can be made easier after making a web. Software that can help with this include Inspiration or Kidspiration and Mindmeister or just google mind map software.
- The last step is writing. The report can be written directly from the outline using the extra notes from the cards or web.
Spelling Helps
There are several different strategies for helping kids spell words that they find particularly difficult.
- Draw an image in order for each letter of the word.
- Exaggerate in color and size difficult part of a word.
- Make up a silly story to help remember problematic parts of words.
- Type each word into a word processing program. Use a different color and font for each. They could match the feeling or mood of the words.
These strategies borrow from ancient techniques designed to cultivate the “Art of Memory.” For a brief synopsis, see my previous article, HERE.
Math Helps
Math Facts
- Visual learners see the big picture. Help children see the big picture with the multiplication math facts by helping them fill in a grid of the 169 facts. What patterns do they notice?
- Teach them “skip counting.”
- Have them illustrate the ones they are finding difficult.
Multiplying Multiple Digit Numbers
- The “Lattice Multiplication Technique” may help.[8]
Show-Your-Work Dilemma
Visual-spatial thinkers can often obtain answers to their problems without doing all the steps. If you child/student is like that, you might want to help them work backwards. For example, in division:
- Solve the problem in whatever way they have devised.
- Check their answer with a calculator.
- If the answer was correct, work back through the solution to show and record the steps that have been taken.
Final Thoughts
As more and more research is conducted on visual-spatial learners, I think more teachers and parents will realize its significance, especially since many of the indicators of visual-spatial learning coincide with those of ADHD.
Although our kids are faced with many challenges, let’s not forget that they also have many strengths. Many excel at the arts. They are creative. They can be highly empathetic and intuitive. As one author fervently put it: “Visual-spatial children are the key to societal advancement. …[T]hey are often some of the most gifted creatively, technologically, mathematically and emotionally.”[9]
References:
[1] Alexandra Shires Golon, (2017) Visual-Spatial Learners Second Edition, p. ix.
[2] L. K Silverman, (2002) Upside-Down Brilliance: The Visual-spatial Learner. Denver, CO: DeLeon.
[3] Alexandra Shires Golon, (2017) Visual-spatial Learners Second Edition p. 2.
[4] D. H. Pink, (2005). A Whole New Mind: Moving from the Information Age to the Conceptual Age. New York, N.Y: Riverhead Books
[5] Thomas Armstrong, “11 Ways to Teach Academic Skills to Visual-Spatial Learners,” Aug. 15, 2013, American Institute for Learning and Human Development, http://www.institute4learning.com/2013/08/15/11-ways-to-teach-academic-skills-to-visual-spatial-learners/
[6] Thomas Armstrong, “11 Ways to Teach Academic Skills to Visual-Spatial Learners,” Aug. 15, 2013, American Institute for Learning and Human Development, http://www.institute4learning.com/2013/08/15/11-ways-to-teach-academic-skills-to-visual-spatial-learners/
[7] Alexandra Shires Golon, (2017) Visual-Spatial Learners Second Edition, passim.
[8] “Lattice Multiplication,” Wikihow. https://www.wikihow.com/Do-Lattice-Multiplication.
[9] Teresa Currivan, “Could Your Struggling Kid Actually Be a Visual-spatial Learner?” Motherly: A modern Lifestyle Brand Redefining Motherhood, https://www.mother.ly/parenting/could-your-struggling-kid-actually-be-a-visual-spatial-learner