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A Handbook for The Learning Window
Section Two: Visual Perception of Space
Visual-spatial control is essential for understanding in variance of the meaning of shape across changes in size, position, and location. For example, the letter T is a T no matter what the size, the placement on the page, or the elegance of the script. A cup is a cup no matter where it is located or from what perspective it is viewed. This understanding of the invariance of the meaning of shape underlies the stability of letters (especially k, x, b, d) and words in reading and spelling.
The understanding of
relative position underlies
the comprehension of
place value and mapping."I believe I am 3 hops from my hole."
Visual Perception of Space
Overview
Students undertake a variety of exercises to learn visual perception of space. They acquire a sequence of understandings. This is not an absolute sequence: learnings may overlap. The usual sequence for learning visual-spatial control:
- understanding of shape
- understanding of position
- understanding of print spacing
- understanding of mapping
Developing Visual-Spatial Control Using the Learning Window Four categories of visual-spatial exercises are presented on the following pages to foster understanding of shape, position, spacing of print, and mapping. They are:
Recording work at the window 
A printed copy of the learner's work at the window can be made by drawing on a transparency. The transparency is taped to the window and the student draws on it. Then the transparency is removed and copied on a copy machine, creating a permanent record of the drawing.
Sometimes tracing activities require the student to close or cover one eye so that he is not seeing a double image. The student is sitting or standing on one side of the Learning Window. Some learners cannot trace a 3-d object as a first step. For them the item to trace may be drawn on plastic transparency film and placed against the other side of the Window or drawn directly on the Window by the teacher. The learner then traces this 2-d item.
1. Develop Understanding of Shape
a- The student can trace flat shapes placed or drawn on the board.
Circle
Box and rectangle
Triangle
Odd shapes
Tree (Opposing diagonal lines are difficult to draw.)
b- The student can trace 3-dimensional objects placed on a table or stool behind the board.
Stage 1- Trace objects
ball
box
cylinder
cone
3-dimensional letters (made from pipe cleaners or plastic.)
Stage 2- Trace a box onto a plastic transparency film taped to the Learning Window. Copy the drawing on a copy machine.
The student colors each side of the drawn box with a different color. Compare the drawing to the box. Discuss the appearance including the sizes and angles.
Stage 3- Trace items that represent one, two, and three dimensions/directions (a string, a square of paper, and a box).
Count the directions used for each drawing. Discuss the differences among inches, square inches and cubic inches.
Stage 4- Trace letters and numerals in various positions behind the window. These letters can be plastic refrigerator letters or made from pliable material such as pipe cleaners.
First 3 or 4 letters to be traced are directly in front of the student, although at different heights. Next the letters are moved to the right and to the left and again traced. Finally, the letters remain in one position while the student moves a step or two to the side and traces them. Discussion with the student emphasizes the discovery of invariance of item and label when the letter is viewed from different positions and therefore appears slightly different.
Practice letter shape and position with "Hands up, Hands down, Fist" game.
Record of Progress
Go to "Hands Up, Hands Down, Fist!"
A game which reinforces memory for letter shape and position by motor movement.
2. Develop Understanding of Position
Students gain understanding of position by tracing objects at, above and below eye level.
a-The teacher places a box behind the Learning Window so that three sides are visible. Trace on the window. (This is a familiar exercise used in a new way.)
Leave the box in the same position but move the student a step or two over to one side. Trace the box again.
Compare the drawings. Decide how they are different.
Move the box to a new position. Repeat the process.
Repeat with various objects until the student anticipates visual differences.
Repeat the exercises using 2 or 3 boxes overlapping one another.
Record of Progress
Construction exercises are helpful at this stage. The function of these exercises is to teach the student how to make specific 3-dimensional shapes from 2-dimensional paper. The process helps the student create firmer images for different objects and how each one looks from different angles. The method of construction needs to be simple so that the emphasis can be on the discovery of form. Use large-scale graph paper. Model each shape.
2. Develop Understanding of Position (continued)
b-The teacher holds a fat cylinder, such as tuna-fish can, for the student to view through the window and trace.
Trace far below eye level.
Move up a few inches and draw again. Repeat.
Be sure to trace at eye level of the student.
Continue the drawings above eye level.
Discuss and compare the drawings.
How do they change as the can moves
from below eye level to eye level and
then above eye level?c-The teacher chooses another shape such as a box. Predict with the student what will happen as the object moves from one point-of-view to another. Carry out Window tracing exercises to check on the predictions.
Examine another object. Predict the appearance in various positions. Draw without tracing or seeing the object in the various positions. Check the drawings and the predictions by holding the object in the various positions and comparing to the drawings and descriptions.
The student finds magazine pictures that illustrate objects which are at the eye level of the viewers, above their eye level and below their eye level. Discuss the viewpoints.
Record of Progress
3. Develop understanding of print spacing These exercises are designed for the student for whom directional confusion and difficulty perceiving word Patterns interferes with reading and writing print.
Students build greater control of vertical and horizontal space as a base for understanding how letters are grouped into words and words into paragraphs and paragraphs into the entire structure of a document, as well as how punctuation and capitalization represent space and emphasis.
Children must be able to see and create pattern if they are to perceive the patterns of letters forming words with spaces in between. A first step is to make and copy block patterns.
a-The teacher models and the students construct vertical block patterns using dark and light blocks. Vertical patterns usually involve less directional confusion than horizontal patterns. Hence this step is first. .
The students trace or draw the block constructions on the Learning Window. They shade in the dark blocks.
Students build and draw a variety of these patterns using 3 to 7 blocks.
They draw the block constructions onto the Learning Window until they can accurately identify the dark and light patterns and draw them without tracing.
b-The teacher models and the students construct horizontal block patterns using dark and light blocks. Repeat the steps from the vertical block constructions.
c-The teacher draws several block pattern series on adding machine tape.
The teacher "reads" the pattern. ("black black white, white, black, white, white, black") The student reads several patterns. 
d-The teacher writes sentences (which describe a picture) on adding machine tape.
Together teacher and student draw around each word. This duplicates the appearance of blocks and thus makes the transfer from the previous activity. 
Cut blocks apart. Reassemble. The teacher can do the cutting if the student is unable to cut accurately. They can work together on rebuilding the sentences. The student can see that letters form words with spaces between words.
The student dictates sentences (describing a picture) on adding machine tape. The student then draws blocks around the words. Cut apart. Reassemble. 
Many students will need only part of this series of exercises until they are able to "see" sentence patterns including the difference in word shapes within the sentences.
Record of Progress
4. Develop understanding of mapping Students need to understand that boundaries exist and to relate the boundaries to their position on maps or diagrams. Mapping involves creating an image for an environment and positioning one's self within it. Many students with spatial disorders need to orient themselves in concrete environments to build their sense of place and position. Then they can transfer this understanding to create and use maps.
Usually students have an easier time visualizing a familiar environment which they can see from a single position such as their bedroom or classroom. The next most difficult task is imaging and drawing a large region such as their home or school. This is a big step since they must "move around" within the image because all sections cannot be seen from a single spot
a-Make a model of the child's bedroom by arranging doll house furniture on a sheet of paper that represents the floor.
(Some children can substitute blocks for the furniture; others require the literal items.)
Discuss the model with the students while moving a small figure around the room. The figure can be made from pipe cleaners or a clothespin.) Where is the door? Where is the window?
Trace the doll house furniture model onto a transparency taped to the Learning Window.
Remove the 3-dimensional model. Ask the same questions of the drawing. ("Where is the door?") This building and drawing process may need to be repeated several times before a student can draw views of a room from an overhead perspective.
Students next draw an overhead view of their room on paper.
Typically a child cannot draw a room from another point-of-view until approximately age 11. (See Wadsworth) This will indicate whether the image is firm, accurate and can be transferred.
b-Make a model of the classroom by arranging blocks on a sheet of paper representing the floor. Repeat the steps from the bedroom mapping procedure.
c-Move gradually into mapping larger and more complex areas playground, bus route, town.
d-Play the "Say Where" game but add one rule: Mark the base sheet with north, south, east and west and use these words in the directions. ("Move the red block west of the yellow cylinder.")
Add northwest, northeast, southwest, and southeast to the base sheet.
e-Transfer the direction words to an outline of the United States on the base sheet. Students are now ready to: "Find the east coast." "Put your finger on southern states."
Put the base sheet on a table behind the Learning Window. Place a coil of clay on the U.S. border to create a third dimension. Have the Learner trace the shape of the boundary on a transparency attached to the Window. Copy the transparency.
Next, move onto a more detailed map of the United States.
Students are now ready to "Find New York on the east coast." "Find the state in the northwest corner of the country."
This game can continue for many weeks.
Record of Progress
Go to the next section of The Learning Window Handbook: Drawing
ARK Institute of Learning
1916 South Washington St.
Tacoma, WA 98405
Phone (253)573-0311
Fax (253)573-0211
E-mail ARKfdn@aol.com or cstockdale@ARKInst.orgCopyright © 1996, 1998 ARK Institute of Learning
Permission is granted to copy for clinical or instructional purposes but not for commercial use.Posted with permission by
New Horizons for Learning
http://www.newhorizons.org
E-mail: info@newhorizons.org
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