Fifth Macro Skill:

VIEWING
Group 3 Presentation
Viewing
It refers to perceiving, examining,
interpreting, and construction
meaning from visual images and is
crucial to improving comprehension
of print and nonprint materials. This
is the skill to be taught as the
learners are exposed on multimedia.
Viewing
Helps student to slow down, reflect and
think about the images they are seeing and
develop the knowledge and skills to analyze
and evaluate visual texts and multimedia
texts that use visuals. Viewing also helps
students acquire information and
appreciate ideas and experiences visually
communicated by others.
Viewing
• enhances reading skills
• enhances listening skills when
students attend to nonverbal
communication and visual elements
of performance, video, television,
film, and multimedia presentations
• According to an article in the Gifted Child
Today journal, authors Thomas Hébert
and Daniel Hammond asserted that
guided viewing is a tool that can be
used to help teachers and counselors
guide students towards problem solving
and self-understanding.
 OBJECTIVES OF GUIDED
VIEWING
Is to have students identify with the
characters, reflect on that identification,
make connections with the issues faced by
the characters in the film [or television
program], and experience emotional
growth as a result.” (Hebert, 2006).
 THE 4 STAGES OF GUIDED
VIEWING
First stage: Identification
• During this stage, parents help children to recognize
similarities between the characters in the program
and themselves.
Second Stage: Catharsis
• is when the child starts to vicariously experience
emotional reactions similar to the characters in the
program.
 THE 4 STAGES OF GUIDED
VIEWING
Third stage: Insight
• The parent might ask the child if they have ever
experienced a similar problem and then instruct the
child to pay attention to how solve the problem.

Final Stage: Application

• when the child is engaged in independent work
parents will examine how the child is operating to
determine if they are using the strategies from the
television program.
Types of Viewing
1.Visual Literacy
2.Critical Viewing
Importance
of Viewing
Comprehens
ion
• Viewing is one of the most important
skills in education because it is a way
of portraying information in the
record, thus, giving more emphasis
on the importance of mental faculty
that allows a perceiver to give details
about the target that is difficult to get
to normal senses due to time,
distance or shielding.
Teacher’s
Role in
Teaching
Viewing
• Teachers guide students in constructing
meaning through creating and viewing
non-print text.
• The teacher serves as a facilitator,
focusing the discussion, recapping student
observations, modeling vocabulary, and
generating additional thoughts.
• Select and use the appropriate strategies
and the language .
Before
• Prepare to view
• Consider what they know and need to
know about the topic
• Formulate questions before viewing
• Set purpose(s) for each type of
viewing situation
During
• Anticipate and predict the presentation’s
message
• Associate what is being said with personal
experience and make connections
• Identify the key idea or main point
• Determine the difference between fact and
underlying message portrayed in visuals and
between real and imaginary images
• Use visual elements and techniques to construct
and confirm meaning
After
• Recall and summarize main points, important
details, and techniques employed
• Relate what was seen to personal experience or
needs
• Analyze and evaluate what was seen (including
elements, techniques, and over all effect) e.g
critique video
• Draw conclusions about the perspective and values
found in what was seen.
• Express and support personal reactions to and
opinions of the presentation
How is
Viewing
Done?
 Approaches,
Strategies and
Methods in
Teaching Viewing
in the Elementary
Level
1.Pre-Viewing
Activities
 Pre-viewing activities help set the stage for
what the students will watch or observe,
activating prior knowledge and preparing
them to engage with the visual material.
 These activities help students anticipate
and focus their attention on the upcoming
visuals, making them more engaged and
better prepared for learning.
.
Examples:
• Prediction: Teachers can provide students with a
title or a few stills from a video and ask them to
predict what the video will be about.
• KWL Chart (Know-Want-Learn): Before viewing,
students fill out what they already know about the
topic, what they want to know, and after viewing,
they reflect on what they learned.
• Vocabulary Review: Introduce key terms or
concepts that students will encounter in the video
to ensure they are familiar with important
language.
.
2. During Viewing
.

 During-viewing activities encourage active

Activities
engagement with the visual text, helping
students to process and analyze the content
while watching.
 These activities maintain student focus and
encourage critical thinking, ensuring that they
actively interpret the visuals and connect
them with their prior knowledge.
Examples:
• Guided Questions: Provide students with a
list of questions to think about as they watch
the video.
• Note-taking: Encourage students to take
notes on key details or concepts while viewing,
which helps reinforce attention and retention.
• Pause and Discuss: The teacher pauses the
video at key moments to discuss or clarify
complex concepts or ask questions.
3. Post-Viewing
• Post-viewing activities allow students to
Activities
reflect on and process the information they
just viewed. They help reinforce
understanding and promote deeper
analysis.
• These activities enhance comprehension
and retention by encouraging students to
reflect, analyze, and synthesize the
information they viewed.
Examples:
• Summarization: Students are asked to summarize
the main points or key ideas of the video in their
own words.
• Discussion: Hold a class or group discussion about
the video’s content, asking for students'
interpretations or emotional reactions.
• Graphic Organizers: Use tools such as Venn
diagrams or concept maps to visually organize and
analyze the relationships between ideas presented
in the video.
 4. Think Aloud
• Think Aloud is a strategy where teachers or
students verbalize their thoughts as they
engage with a visual text. This helps learners
become more aware of their thinking processes
and model critical thinking.
• This strategy fosters metacognitive skills,
teaching students how to critically analyze
visual content by making their thinking process
explicit.
Examples:
• Teacher Modeling: The teacher views a visual,
such as an image or video, and narrates their
thought process. For instance, "I see that the
character looks sad, maybe because of what
happened in the previous scene."
• Student Participation: Students can take
turns verbalizing their thoughts while watching
a video or looking at a picture, explaining why
they notice certain details.
5. 3C’s and 3S’s
 The 3C's and 3S's method is a visual
analysis strategy used to decode meaning
from visual texts. The 3C's stand for Color,
Character, and Composition, while the 3S's
stand for Story, Setting, and Symbols.
 This strategy encourages detailed visual
analysis and critical thinking about the
elements of design, narrative, and
symbolism.
3C’s Examples:
• Color: Students analyze how colors are used in
a video or image to convey mood or meaning.
• Character: Students focus on how characters
are portrayed visually, including facial
expressions and body language.
• Composition: Students examine how the visual
elements are arranged in the frame and what
that arrangement suggests.
3S’s Examples:
• Story: Students identify the story or
narrative conveyed by the visual text.
• Setting: Students consider how the
setting influences the meaning or mood of
the visual.
• Symbols: Students analyze any symbols
or imagery that have a deeper meaning in
the visual.
6. Visual Thinking Strategies
 Visual Thinking Strategies (VTS) is a method
(VTS)
that promotes inquiry-based learning through
visual art and imagery. It encourages students
to observe closely, ask questions, and engage in
group discussions.
 VTS develops students' critical thinking,
observation, and communication skills as they
explore multiple interpretations of visual stimuli.
Examples:
• Open-Ended Questions: The teacher
shows an image or painting and asks,
"What is going on in this picture?" and
"What do you see that makes you say
that?"
• Group Discussion: Students share their
interpretations, and the teacher facilitates
by guiding the conversation without giving
direct answers.
7. Gallery Walk
• A Gallery Walk is a collaborative strategy where
students move around the classroom to observe
visual texts or materials displayed on the walls. It
promotes active learning and discussion.
 This strategy fosters movement and interaction,
encouraging students to engage with visual
content in a collaborative and exploratory way.
Examples:
• Visual Stations: The teacher places different
images, diagrams, or charts related to the lesson
at various stations around the room. Students
walk around, make observations, and jot down
reflections or questions.
• Peer Discussion: After viewing the visuals,
students can share their observations with
classmates and discuss what they learned.
8. Jigsaw Viewing
• Jigsaw Viewing is a cooperative learning technique
where students watch different parts of a video or
visual text and then share their observations with
each other, combining their insights to understand
the full story.
 This strategy promotes teamwork and ensures that
students actively engage with the visual content,
learning from their peers as they piece together the
full narrative.
.
Examples:
• Dividing Content: The teacher divides a
video into several segments and assigns each
group a different part to watch. After viewing,
groups come together to share and discuss
what they learned.
• Synthesis: Each group synthesizes the
information they gathered and presents a
complete picture of the entire video content.

.
9. See, Think, Wonder
 This strategy encourages students to carefully
observe visuals, think about their meaning, and
generate questions about them.

 This strategy fosters curiosity, observation, and

deeper critical thinking about visual content,
prompting students to ask meaningful questions.
See-Think-Wonder
Students begin by describing
what they “see” in an image or
video.

• I see a boy playing with a car!

Its blue, and yellow and has
wheels that go round and
round.
See-Think-Wonder
Students then express what they
“think” is happening or being
communicated.

• I think the boy is having a lots

of fun playing with his car and
his making car noises, like
“vroom”.
See-Think-
Wonder
Finally, students “wonder” about
what they don't know.

• I wonder what it feels like to

drive a real car? Maybe I could
build a car out of the blocks!
10. Storyboard
 Storyboard creation involves students summarizing a
Creation
visual text, such as a video or story, by creating a
sequence of images or illustrations that represent the
key events or concepts.
 Storyboarding reinforces comprehension by
encouraging students to break down and visually
represent a narrative or concept, helping them
organize and summarize the information they
viewed.
Examples:
• Creating a
Sequence: After
watching a short video
or listening to a story,
students create a
storyboard by drawing
4-6 frames that outline
the main events or
ideas.
Examples:
• Visual Summaries:
Students can use
basic sketches or stick
figures to convey the
progression of the plot
or concept, adding
short descriptions
underneath each
frame.
 These strategies and approaches
provide a comprehensive framework
for teaching the viewing macro skill,
helping students engage with and
critically analyze visual texts. By using
a combination of pre-viewing, during-
viewing, and post-viewing activities,
teachers can enhance students' visual
literacy, critical thinking, and
communication skills.
ACTIVITI
ES
 Activity 1:
4 PICTS ONE WORD
This activity used the strategy/method of See,
think, and wonder. This routine helps students
make careful observations and develop their own
ideas and interpretations based on what they see
when viewing a picture, painting, or photograph.
DIRECTIONS: Guess the word using these

pictures.

?
Answer:
SOFT
?
Answer:
COLD
?
Answer:
GLASS
?
Answer:
WHITE
?
Answer:
STOP
 Activity 2:
PICTOWORD
This activity used the strategy/method/approach
of Visual Thinking strategy, where it can help
students to improve their ability to describe,
analyze, and interpret imagery and information
through observing and discussing visual art.
DIRECTIONS: Guess the word using these
pictures.

+
HOTDOG
 +

SANDWICH
 +

FOOTBALL
 +

CUPCAKE
 +

KEYBOARD
 Activity 3:
SPOT THE DIFFERENCE
Visual Thinking Strategies It encourages students
to observe closely, ask questions, and engage in
group discussions
See, Think, Wonder. This approach fosters
curiosity, observation, and deeper critical
thinking about visual content
 Activity 4:
Visual Memory Game
Chunking- Break down information into
smaller, manageable chunks. For example, if
you’re trying to remember a sequence of
numbers, group them into sets of two or
three.
3C’s and 3S’s- This strategy encourages
detailed visual analysis and critical thinking
about the elements of design, narrative, and
symbolism
 Activity 5:
GUESS THE ZOOMED PICTURE
This activity used Visual Thinking for visual Learning
that helps students develop and sharpening viewing skills,
leading to improved understanding, analysis, and
interpretation of visual information.
DIRECTIONS: Guess these pictures.
MILK
EGG
DOUGHNUT
BURGER
FRIED CHICKEN
Thank you for
attentive
listening!