![]() After sharing with a partner and as a class, students could generate sentences and even paragraphs about the images. They could use a Venn Diagram to record similarities and differences. For example, students could view two different images such as two photos from this slideshow, which features pictures of expectant parents standing in their babies' nurseries and "empty nesters" standing in their children's old rooms. This can lead to practice with the academic vocabulary needed when making comparisons. Students can identify the similarities and differences between two different images. Students could work in partners to develop their own sequence of questions to share. The teacher could have one or more other photos to distribute, along with a sheet of "question starters" (you can find several here) categorized by the Bloom's level to help scaffold the activity. Evaluation: Are they too young to play soccer? Why or why not?.Synthesis: What might they be thinking?.Application: What one sentence caption would you write?.Comprehension: What is happening in the photo?.Knowledge: What items or people can you name with the vocabulary you know?.In an exercise borrowed from Learn North Carolina, following an introduction to the different levels of Bloom's, students can apply their new knowledge towards developing leveled questions about a photo.įor example, a teacher could use this photo and model asking questions for each category: Bloom's Taxonomyįor more advanced English-Language Learners, using photos can be a good way to help them learn about Bloom's Taxonomy. ![]() Students can also be asked to write sentences describing the picture. When it's complete and the student is given feedback, the roles can be reversed. One student describes her picture while the other draws. Students with different pictures are made partners and stand up a book or folder between them. It can also be a partner activity where half of the class is given one picture and the other half a different one. ![]() In picture dictation, the teacher can pick an image and, without showing it to the class, describe it while students draw. What might the people in this picture be thinking, or what about this dog? Bubblr and ImgOps are super-easy tools for students to create these kinds of "bubbles" with online photos. Students can create "thought bubbles" for characters in photos. You can see examples of annotated photos using both of these free site here. Students can choose and label pictures online using this strategy with many newly unveiled online tools like Thinglink and Szoter. Those attributes might be helpful to keep in mind when choosing a photo.įor example, this New York Times photo fits most of those criteria and could be used when teaching the themes of family or food. ![]() A recent study has found that the most memorable photos have a little "strangeness" about them, and include people and a sense of movement. The best pictures to use in this activity contain one scene with many different objects. You can find a more detailed description and timeline on how we use it in this transcript of a recent podcast I produced. Research has shown that it is an effective way for students to learn to develop vocabulary and to read. It takes advantage of student prior knowledge and visual clues and builds on the key strength of inductive learning-the brain's natural desire to seek out and remember patterns. The PWIM uses an inductive process (in which students seek patterns and use them to identify their broader meanings and significance), as opposed to a deductive process (where meanings or rules are given, and students have to then apply them). They convert those sentence categories into paragraphs, and, finally, arrange the paragraphs into essays. Next they complete a "cloze" (or fill-in-the-blank) activity with sentences about the picture which they then put into categories of their own. In it, students first brainstorm twenty words related to a picture, then put those words into categories and add new ones that fit those categories. The Picture Word Inductive Model (PWIM) is one of our favorites. Use precise language and domain-specific vocabulary to inform about or explain the topic.Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.The activities presented below connect to multiple Common Core Standards including the following ELA Standards: Usable images for lessons can be found online or teachers and students can take and use their own. Though the origin of this popular adage is unclear, one thing is clear: using photos with English-Language Learners (ELLs) can be enormously effective in helping them learn far more than a thousand words - and how to use them.
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