The Visualization Tool- Reflection 

 Challenge & Selection 

 Visual thinking , also known as visual / spatial learning or picture thinking is the phenomenon of   thinking through visual processing . Visual thinking has been described as seeing words as a   series of pictures . It is common in approximately 60 - 65 % of the general population . “ Real picture   thinkers ” , those who use virtual thinking almost to the exclusion of other kinds of thinking , make   up a smaller percentage of the population .   Tiffany Allen in her video suggests to just practice . It 's   the kind of thing where once you begin to use the skill . It can be a little intimidating at first . But   once I get in the habit of doing that , I ’ll quickly see how the rest of the room responds to me when   I get up and start drawing . So I decided to use it on my students as an experiment to see if using   the visualization tool benefited them in a more better understanding of what they were learning . 

 Application 

 I started it off with three simple starting questions that begin a Visual Thinking session , each   designed to elicit responses from the participants : The first asks for observations ; then for visual   reasoning from the image , and then for subsequent observations . I learned that by making them   work together , in groups know far more than individuals . They can build on each others   observations and knowledge to paint a more complete picture . The larger goal remains one of   shifting the cognitive load to the learner . Making the classroom more active , making the projects   more investigatory , and encouraging them to express their skill in examination , observation and   thinking helps the learner develop . Learning needs to be more than distributing information ,   effective learning is providing learning experiences for students to develop and grow . 

 Insight & Approach 

 For me , the use of visual thinking strategy was not meant to have students learn about art or art   history , but rather as a public , engaged development of their larger skills . These are skills that can   be applied in any field . I have learned from conducting this exercise with the students in the   course that were changed by the VTS focus in the course . They were more engaged with each   other in talking about the images , often offering differing opinions and ideas about picture   elements . They became more observant of their own lives and the visual cues that are present ; in   one case observing the visual presence of mobile phones in social situations , indicating a decline   of conversations . They expressed a desire for more visual activity both as observer and producer 


EMAIL: 
ID_NUM: 
NAME_STUDENT: 
PHONE_NUM: 
STREET_ADDRESS: 
URL_PERSONAL: 
USERNAME: 

### Task: You are a PII (Personal Identity Information) Detection. Given a essays written by students, you have to identify ONLY the following:
NAME_STUDENT - The full or partial name of a student that is not necessarily the author of the essay. This excludes instructors, authors, and other person names.
EMAIL - A student’s email address.
USERNAME - A student's username on any platform.
ID_NUM - A number or sequence of characters that could be used to identify a student, such as a student ID or a social security number.
PHONE_NUM - A phone number associated with a student.
URL_PERSONAL - A URL that might be used to identify a student.
STREET_ADDRESS - A full or partial street address that is associated with the student, such as their home address.
### Input: The Visualization Tool- Reflection 

 Challenge & Selection 

 Visual thinking , also known as visual / spatial learning or picture thinking is the phenomenon of   thinking through visual processing . Visual thinking has been described as seeing words as a   series of pictures . It is common in approximately 60 - 65 % of the general population . “ Real picture   thinkers ” , those who use virtual thinking almost to the exclusion of other kinds of thinking , make   up a smaller percentage of the population .   Tiffany Allen in her video suggests to just practice . It 's   the kind of thing where once you begin to use the skill . It can be a little intimidating at first . But   once I get in the habit of doing that , I ’ll quickly see how the rest of the room responds to me when   I get up and start drawing . So I decided to use it on my students as an experiment to see if using   the visualization tool benefited them in a more better understanding of what they were learning . 

 Application 

 I started it off with three simple starting questions that begin a Visual Thinking session , each   designed to elicit responses from the participants : The first asks for observations ; then for visual   reasoning from the image , and then for subsequent observations . I learned that by making them   work together , in groups know far more than individuals . They can build on each others   observations and knowledge to paint a more complete picture . The larger goal remains one of   shifting the cognitive load to the learner . Making the classroom more active , making the projects   more investigatory , and encouraging them to express their skill in examination , observation and   thinking helps the learner develop . Learning needs to be more than distributing information ,   effective learning is providing learning experiences for students to develop and grow . 

 Insight & Approach 

 For me , the use of visual thinking strategy was not meant to have students learn about art or art   history , but rather as a public , engaged development of their larger skills . These are skills that can   be applied in any field . I have learned from conducting this exercise with the students in the   course that were changed by the VTS focus in the course . They were more engaged with each   other in talking about the images , often offering differing opinions and ideas about picture   elements . They became more observant of their own lives and the visual cues that are present ; in   one case observing the visual presence of mobile phones in social situations , indicating a decline   of conversations . They expressed a desire for more visual activity both as observer and producer
### Output: 