Visualizing and Verbalizing® at Home

I originally said that I would not post the V/V® steps on this blog because I found a PowerPoint presentation that already had a good summary of the steps here.  However, I recently discovered the V/V® training videos uploaded by someone to youtube.  Before I went through the V/V® training, I wanted to implement V/V® at home, but I had a very hard time understanding what it should look like.  I did see that they sold (expensive!) training videos, but I was not sure if they were worth the money.  If you are like I was (interested in the program, but are a little unsure), this post should be a real help to you.  With the manual, a few workbooks and these videos demonstrating the most important steps, it will be much easier to do V/V® at home, either in your homeschool program, during the summer, or after school.  Again, please don’t rely on this alone to do the program.  This should give you a better picture of the program and can accompany the manual and other materials from Gander Publishing.

****UPDATE:  Sorry, readers, it looks like the person who uploaded the V/V instructional videos (not me!) did not actually have permission to do so, which has resulted in youtube removing the videos from their site for copyright infringement and the empty links have been removed.  If you want to purchase the videos, they are available here.  They are expensive, but if you’ve never actually seen V/V in action, it could be worth it.

Here is my post about some general Lindamood Bell® information and here (below) is a very brief summary of the steps with the videos illustrating those steps:

Visualizing and Verbalizing® Steps

1. Set the Climate

Tell your student what you are doing and why.  Make a small simple drawing to illustrate.

2. Picture to Picture

Student looks at a simple picture and describes it so that the clinician has the same image in their head.  The student should use the structure words (see below) as prompts for further details.  Compare the images and point out missing/misrepresented element in a non-confrontational way.

The Structure Words are:

What
Size
Color
Number
Shape
Where
Movement
Mood
Background
Perspective
When
Sound

3. Word Imaging

The student makes a mental image of a familiar noun.  The student describes his/her own mental image to produce the same image in the clinician’s mind.  Use structure words to probe for more details.  Compare images.

4. Single Sentence Imaging

The first sentence of a paragraph is read aloud by clinician or student.  The student makes a detailed mental image and describes it to the clinician alone, then goes into more detail using structure words.  The clinician guides the student to an image consistent with the text.

 5. Sentence by Sentence Imaging

After the first image is established, the image is changed with each sentence, always based on the original image.  Structure words are usually used to probe for details on the first sentence only.  The student describes changes in his/her mental image as the sentences progress.  It is here that the multi-colored felt pieces are used.  Each one represents an image and at the end, the student reviews the paragraph, sentence image by sentence image, referencing the felt pieces and then summarizes.

6. Sentence by Sentence with HOTs

Same as above, but HOTs (Higher Order Thinking questions) are incorporated (inference, predictions, etc.).

7. Multiple Sentence Imaging with HOTs

Images are now described multiple sentences at a time (2-3) and each image is a felt piece.

8. Whole Paragraph Imaging with HOTs

The student reads or hears and entire paragraph at a time and images.

9. Paragraph by Paragraph Imaging w/ HOTs

Images are now described a paragraph at a time (2-3) and each paragraph image is a felt piece.

10. Page Imaging with HOTs

Imaging is described a page at a time, instead of small steps.

I hope that something here has been a help to you as you teach your child(ren)!

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