EDICT

The power of pictures in education cannot be overstated. Visual Thinking, a strategy that uses images and visual tools to promote deeper understanding, has become an essential approach in modern classrooms. In English Language Teaching (ELT), Visual Thinking Strategies (VTS) offer powerful ways to engage learners, develop critical thinking skills, and enhance language acquisition. This article will explore the concept of Visual Thinking, its benefits in teaching, and provide examples of effective classroom activities that harness the power of visuals for language learning.

Visual Thinking involves using visual elements such as images, diagrams, and graphic organizers to structure information and promote understanding. This cognitive approach taps into the brain’s natural tendency to process visual information, helping learners comprehend, retain, and connect ideas more effectively. By engaging with visual content, learners can better understand complex concepts and organize their thoughts more clearly.

The use of visual thinking strategies in teaching leverages the brain’s preference for visual information, making it an effective tool for fostering deeper learning. Here’s why:

• Encourages Higher-Order Thinking and Critical Skills: Visual Thinking aligns with Bloom’s Taxonomy, which classifies learning objectives from lower-order thinking skills (like remembering and understanding) to higher-order thinking skills (such as analyzing, evaluating, and creating). Activities that involve interpreting images or using graphic organizers require students to analyze information, evaluate scenarios, and synthesize new ideas, thereby encouraging critical thinking.
• Improves Understanding and Retention: Visual tools like mind maps, concept maps, and infographics help students break down and organize complex information, making it easier to understand and remember. Engaging with visuals allows learners to see the connections between ideas and to build on their prior knowledge, which supports deeper learning.
• Supports Diverse Learning Styles: Visual Thinking strategies cater to visual learners but also benefit other types of learners by providing multiple means of engagement. Pictures, diagrams, and other visual tools can help auditory and kinesthetic learners grasp concepts more effectively by linking visual information to other sensory experiences.

In ELT, VT techniques:

• Aid Language Acquisition: In ELT, pictures and visuals serve as anchors that help learners connect new language concepts to their existing knowledge. Visuals can simplify abstract concepts, making vocabulary and grammar easier to learn and understand.
• Promote Language Production and Communication: Activities like „See-Think-Wonder” or „Circle of Viewpoints” encourage learners to express what they see, think, and feel in response to a visual. These activities not only develop descriptive language and opinion statements but also foster authentic communication in the target language.
• Foster Collaboration and Discussion: Visual Thinking often involves collaborative activities that require students to discuss, share, and negotiate meaning. Activities like „See-Think-Me-We” encourage students to first reflect individually and then share their thoughts with others, fostering a classroom environment rich in dialogue and cooperative learning.

Examples of Visual Thinking Activities in ELT

1. See-Think-Wonder: This strategy engages students by asking them to observe an image closely and respond to three prompts: „What do you see?” „What do you think about that?” and „What does it make you wonder?” This activity can introduce new vocabulary, themes, or even grammar points, while also promoting curiosity and critical thinking.
2. Circle of Viewpoints with Conditionals: Students use conditionals to explore different perspectives of an image, text, or scenario. For instance, „If I were a character in this image, I would feel…” or „If I were in this situation, I might…”. This activity helps students practice conditional grammar and develop empathy by considering multiple viewpoints.
3. KWL Charts: The KWL (Know, Want to Know, Learned) chart is a simple yet effective tool for activating prior knowledge, setting learning goals, and reflecting on what has been learned. It is particularly useful for vocabulary building and reading comprehension in ELT. Students fill in what they already know (K), what they want to learn (W), and what they have learned after a lesson (L).
4. Graphic Organizers for Note-Taking or Vocabulary and Grammar Lessons: Tools like mind maps, Venn diagrams, and flowcharts can be used to visually organize information. In vocabulary lessons, students can create mind maps to categorize words, while in grammar lessons, flowcharts can help them understand the steps involved in constructing different tenses or sentence structures.
5. See-Think-Me-We: This activity encourages students to connect their observations with their personal experiences and societal understanding. Students begin by closely observing an image or a series of pictures and articulating what they see (See). Next, they analyze the images and discuss what they think these images represent or signify (Think). Then, they connect the images to their own feelings, experiences, or beliefs (Me). Finally, they expand the discussion to a broader context, exploring what the images mean for their community or society at large, asking questions like „What does this mean for our society?” or „What does it say about our world?” (We). This approach not only develops analytical and reflective skills but also fosters deeper connections between personal insights and global perspectives.

By integrating activities like „See-Think-Wonder”, „Circle of Viewpoints”, „KWL charts”, and other visual organizers, educators can harness the power of visuals to create dynamic, inclusive, and effective learning environments. This approach goes beyond rote learning, encouraging students to think deeply, communicate effectively, and build a solid foundation in the target language.

References

1. Project Zero. (n.d.). Visual Thinking Strategies. Harvard Graduate School of Education.
2. Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook I: Cognitive Domain.
3. Tishman, S., & Palmer, P. (2006). Artful Thinking: Stronger Thinking and Learning Through the Power of Art. Harvard Project Zero.