2/23/2019 Visual Thinking Strategies for Improved Comprehension | Colorín Colorado

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Viual Thinking trategie for
Improved Comprehenion
By Kristina Robertson (/author/kristina­robertson) (2006)

On this page

• Method

• Reading

• Writing

• Hot links

"Our opinions do not really blossom into fruition until we have
expressed them to someone else."

Mark Twain, U.S. humorist, novelist, and short story author (1835
­ 1910)
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I had a black and white picture of a poor miner's room on the overhead
projector. In the picture the walls were covered with cardboard and the room
was sparsely furnished. I was doing professional development for teachers
and I did not give them any background information about the picture. I
asked for some opinions about what they saw, then I asked the teachers,
"Do you think a man or a woman lives here?" In unison they responded, "A
man!" That was very interesting to me so I asked a follow­up question,
"What makes you say that?" Although the response had been unanimous,
the reasoning was varied. One teacher said, "You can tell it's a man's room
because there aren't any decorations — a woman would put something nice
in there even if she were poor." Another teacher said, "That rocking chair
doesn't look very feminine." When I asked for more detail she said, "It looks
big, and there is no cushion or anything on it." Yet another teacher
answered, "I think if it were a woman's room there would be something to
remind her of family — either a picture or there would be children's items in
the room." The teachers had noticed details that I hadn't and had also drawn
on their own beliefs to bring a deeper perspective to the picture.

This is the Visual Thinking Strategies (VTS) method. It is a very simple
activity designed to build students' background knowledge and develop
thinking skills that use detail to enhance understanding. Many educators
have used this method as a precursor to working on a literary passage
because the thinking skills used to analyze artwork can be transferred to
literature as well. The Visual Thinking Strategies (VTS) method was created
by Abigail Housen, a cognitive psychologist in the Harvard Graduate School
of Education. VTS is targeted at developing creativity and thinking skills. It
also presents a very effective method for tapping into students' background
knowledge.

Method
1. The teacher selects an interesting picture or painting, one that relates to
the topic of the story to be read, in this case the picture above.
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2. A copy of this picture is
placed on the overhead
projector. There are many
sources of pictures on the
Internet, including museum
and library websites. (See
the Hot Links section).

3. The students are asked,
"Please look at the picture
silently for a minute and
think about what you see.
What's going on in the
picture?"
4. After a minute the teacher
opens up the question to the
room, "What do you see in
the picture?" The students'
responses often start out
with the obvious — "There's
a man walking a dog and
another man riding a bike. The picture looks old. I think it was taken in a
city."
5. When a student offers a qualitative statement, the teacher asks for more
information. "You said the picture looks old. What makes you say that?" 
 
The students justify their answers by providing evidence from the
picture. They may say, "It's in black and white, and the cars in the back
all look like they were made a long time ago."

6. Next the teacher asks students to share differing opinions and provide
justification. One student may say, "The man on the bike is wearing a
suit. I think he is going to work on his bike because he doesn't have a
car." The teacher then asks, "Does everyone agree? Is that why this
man is riding his bike in a suit?" Another student might say, "I don't
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think so. I think he just likes riding his bike. Maybe they didn't make
clothes for riding a bike then."

7. The discussion goes on until students have shared all they can about the
picture.

8. The teacher summarizes what the students said. "So, after looking at
this picture we think that, maybe relatives — who lived a long time ago.
We can tell this because of what they are wearing and because the
picture is black and white."

9. For the next activity, the teacher can either have the students write a
few sentences about what they discovered, or read a text related to the
picture.

Reading
Let's say students are reading about New York in the 1900s. The teacher
points out that the same creativity and way of thinking that the students
used to look at the picture will be used to understand the reading.

When students share about their reading, the teacher asks the same kind of
VTS questions about the text. "What is happening? How do you know that?"
The teacher makes a point of showing the students how sharing their ideas
about the story are the same as when they discussed the picture earlier.

Writing
A variation of VTS was offered as a Bright Idea from Gemma De Vita, a
teacher from Fulton County Schools in Atlanta, Georgia. In her Picture
Description activity, she makes copies of an interesting picture and has the
students glue it to a page in their notebook. The students write three to six
sentences or questions about the picture and then share them. This allows
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the students to have a picture book with their own notes to remind them of
what they are learning and thinking. Gemma says she likes to use the Picture
Description activity in her classroom because, "Once I thought maybe I
would try another strategy to introduce a selection, and my students asked
where the picture was. They said they love doing Picture Preview and would I
please do it more. They said, 'It's fun!' It also helps with all Language Arts
domains: Speaking, Listening, Writing, and Reading. Students can also work
at their own levels and challenge themselves as they hear higher level
questions that they can use as models after their next reading selection. It
also helps them compose questions, which they often need practice with."

The Visual Thinking Strategies method offers an easy, interactive and non­
threatening way to get students thinking. There are no right or wrong
answers, and anything that students believe can be justified by details in the
picture. This opens up students' minds to the fact that, even in reading,
people come away with different impressions and thoughts. These should be
shared and discussed to further develop understanding for everyone. To me
— this is the richest lesson of all!

Hot link
Picture Description (http://www.ego4u.com/en/cram­
up/writing/picture­description)
Here you can find a short picture description lesson that highlights relevant
grammar structures and provides lists of words that are useful for talking
and writing about pictures.

National Geographic Photography
(http://www.nationalgeographic.com/photography/)

This site offers many intriguing photos, including a photo of the day, news
photos, photo gallery, and short video clips. These can be useful for

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supporting content instruction, fostering dialogue with emerging English
speakers, and creating writing prompts.

Minneapolis Institute of Arts: Art Adventures
(http://new.artsmia.org/discover/art­adventure/)

The Minneapolis Institute of Arts' Art Adventure program is an example of a
collaborative effort between the museum and the public schools. The
program's volunteers visit classrooms with art posters related to a specific
theme, such as animals or celebrations. The site offers samples of some of
the posters used.

Reprints
You are welcome to print copies or republish materials for non­commercial
use as long as credit is given to Colorín Colorado and the author(s). For
commercial use, please contact info@colorincolorado.org.

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