WEBVTT 00:00:00.506 --> 00:00:12.136 [Music] 00:00:12.636 --> 00:00:15.136 One of the things I love the most about the TCI curriculum 00:00:15.136 --> 00:00:17.826 that we use here is the use of visuals. 00:00:18.086 --> 00:00:23.336 There's a lot of pictures and powerful images that engage and draw students in. 00:00:23.766 --> 00:00:27.016 And there are also the use of graphic organizers and visual metaphors 00:00:27.016 --> 00:00:31.076 that will help students chunk and organize and make sense of the content that they are learning. 00:00:31.396 --> 00:00:34.786 You pointed out that there is this angelic woman that's holding a schoolbook 00:00:34.786 --> 00:00:36.816 and some type of line. 00:00:37.296 --> 00:00:38.826 Why did the artist put that in the picture? 00:00:38.826 --> 00:00:42.586 Student: Well maybe I think that the schoolbook represents how- One of my favorite images 00:00:42.586 --> 00:00:46.586 that we use is the one that represents the concept of Manifest Destiny. 00:00:46.796 --> 00:00:51.096 In this particular image or painting, explorers and settlers 00:00:51.096 --> 00:00:56.006 and homesteaders are pushing technology and development farther west from the east. 00:00:56.446 --> 00:01:01.526 On the opposite side of the painting, Native Americans and the Great Plains 00:01:01.526 --> 00:01:04.116 and wild animals are kind of being driven out. 00:01:04.525 --> 00:01:08.376 And what we have the students do is, before they learn about Manifest Destiny 00:01:08.376 --> 00:01:13.496 or even what Manifest Destiny is, they will participate in a preview activity 00:01:13.496 --> 00:01:19.056 where they will try to find as much physical evidence and artifacts out of that painting 00:01:19.056 --> 00:01:21.366 as they can and try to figure out what it's revealing, 00:01:21.366 --> 00:01:23.106 or what does it tell about what we are about to learn. 00:01:23.446 --> 00:01:27.346 We use that as a springboard to launch into introducing the concept of Manifest Destiny. 00:01:27.866 --> 00:01:29.726 Student: These Indians are looking away 00:01:29.726 --> 00:01:33.926 because they miss their homeland that's been taken away from the eastern developers. 00:01:34.316 --> 00:01:37.286 If you want to incorporate the use of visuals in the classroom, 00:01:37.286 --> 00:01:39.626 there is plenty of critical resources out there that you need to have. 00:01:39.736 --> 00:01:45.616 Number one, you need to have a screen large enough to project an image for students. 00:01:45.886 --> 00:01:49.646 So, I went out, and I didn't like the size screen that I had in my classroom, 00:01:49.646 --> 00:01:52.056 so I got my principal to get me a bigger one. 00:01:52.546 --> 00:01:57.456 Also something to project images on, whether it be a digital projector 00:01:57.456 --> 00:02:02.726 or even an overhead projector-something where you can transfer digital data onto the screen. 00:02:03.286 --> 00:02:07.426 Also having the students-I have the students keep an interactive notebook 00:02:07.426 --> 00:02:11.436 where we are drawing visual metaphors so that they have pictures 00:02:11.436 --> 00:02:15.636 and non-linguistic representation to go with maybe new vocabulary 00:02:15.636 --> 00:02:18.596 or new concepts that they are taking notes in for the class. 00:02:18.596 --> 00:02:21.416 But they actually have to have that non-linguistic representation there as well. 00:02:22.096 --> 00:02:25.766 I absolutely love the visual metaphors that we use with this program. 00:02:25.766 --> 00:02:29.896 An example is in the student notebook they're-they were supposed to learn 00:02:29.896 --> 00:02:35.526 about the final factors that drove the thirteen colonies away from Great Britain, 00:02:36.096 --> 00:02:42.986 and the visual metaphor that's used is a personified map of Great Britain with arms coming 00:02:42.986 --> 00:02:44.486 out of it, holding on to this rope. 00:02:44.856 --> 00:02:48.606 And then the rope has lassoed the thirteen colonies, which is also a map, 00:02:49.066 --> 00:02:50.606 but the rope is breaking in the middle. 00:02:51.076 --> 00:02:55.196 And off of the breaking rope are these kind of frays that are coming off of it, 00:02:55.196 --> 00:03:01.036 and attached to each fray is a textbox that represents notes the students will take on each 00:03:01.036 --> 00:03:05.456 of the final factors that led to that initial break between Great Britain and the colonies. 00:03:05.776 --> 00:03:10.356 For example, the Olive Branch Petition-the Olive Branch Petition was a letter that was written 00:03:10.666 --> 00:03:13.626 as a last ditch effort for peace between Great Britain and the colonists. 00:03:13.966 --> 00:03:17.736 That would be one of the textboxes that would connect to the unfraying rope. 00:03:17.736 --> 00:03:20.366 So, what the student will do is they will take notes 00:03:20.366 --> 00:03:25.146 on how the Olive Branch Petition being ignored by King George led 00:03:25.666 --> 00:03:28.846 that one more final step to the final break. 00:03:28.916 --> 00:03:32.726 And then they see that image burned in their mind because they can see the rope coming apart, 00:03:32.726 --> 00:03:36.376 and finally the thirteen colonies will be separated from Great Britain. 00:03:36.836 --> 00:03:41.426 I think that the visual metaphors help the students understand the big ideas 00:03:41.426 --> 00:03:44.766 because we are all different learners-we have different learning styles. 00:03:44.816 --> 00:03:48.726 Not every kid can read the textbook one time and remember everything 00:03:48.726 --> 00:03:50.426 or listen to a lecture from a teacher. 00:03:50.776 --> 00:03:53.976 That image might make something that they are reading that they sort 00:03:53.976 --> 00:03:55.976 of understand really come together. 00:03:55.976 --> 00:03:59.406 Because through the use of that picture, "Oh I get it, I see what was happening. 00:04:00.146 --> 00:04:05.316 The rope represents the ties between those two countries and it's breaking 00:04:05.316 --> 00:04:06.936 and these are the reasons it's breaking." 00:04:07.516 --> 00:04:12.980 [Music]