Posted: Jun 17, 2013 10:51 AM: > > On Jun 17, 2013, at 10:11 AM, Pam > <Pamkgm@hotmail.com> wrote: > > > I also think he is confusing thinking with > communicating, and mental imagery with visual aids. > > Hardly. The thread started out discussing the merits > of an "animation" and stimulating "visual thinking". > My stance is that that experience is neither a > substitute nor a sufficient trigger for abstraction. > Our text books are rife with imagery and animation > today and attainment didn't go up, it went down. That > isn't to say that communication isn't damn important > to cognitive growth and achievement. You of all > people in this discussion should know that. But you > have to have a knack at getting a student to think. > > Bob Hansen >
Note that my focus has not been on using visual aids (which I agree are useful but of limited effectiveness, for a variety of reasons), but on tapping into or improving a student's own mental imagery capabilities, which allows for abstraction.
Of course communication is vital, and most of my students' disabilties are difficulties of communication rather than of thinking. So that the focus of most of our work, using the symbols of communication, whether written or spoken. But that is a separate conversation.