UNIVERSITY OF BALAMAND

Faculty of Arts and Social Sciences

Education Department

Theories of Learning in Educational Technology

EDUC 341
Instructor Guide

Photo analysis as a tool for reflective writing: A photo is worth a thousand words

Student Name: Diala Hassan, Lamis Al Hakim

Instructor: Dr. Ghania Zgheib

Date: Monday, Dec. 13, 2021

Table of Contents

Theory and Strategy ............................................................................................................... 2

Constructivism.................................................................................................................................. 2
Experiential Learning ........................................................................................................................ 3

Topic ...................................................................................................................................... 4
Learning Objective .................................................................................................................. 4
Instructional Problem ............................................................................................................. 5
Audience ................................................................................................................................ 6
Sequence of Instruction .......................................................................................................... 6
Materials and Resources ........................................................................................................ 8
Instructions for Activities ........................................................................................................ 9
SESSION 1 ......................................................................................................................................... 9
SESSION 2 ....................................................................................................................................... 11
SESSION 3 ....................................................................................................................................... 12
SESSION 4 ....................................................................................................................................... 13

How learning will be assessed ...............................................................................................14

Strategy for learning to transfer ............................................................................................14
Summary and lesson conclusion ............................................................................................15
Appendix A: Analyzing Photos Question Sheet .......................................................................15
Appendix B: T Chart ...............................................................................................................16
Appendix C: Jigsaw Activity ...................................................................................................17
Appendix D: Mind Map Rubric ...............................................................................................17
Appendix E: Writing A Script ..................................................................................................19
Appendix F: Photography Role Play Rubric ............................................................................20
Appendix G: Reflective Paragraph Rubric ...............................................................................21
Appendix H: Exit Slip Session 1 ...............................................................................................25
References .............................................................................................................................26
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THEORY AND STRATEGY

CONSTRUCTIVISM

Learning, according to constructivism, is an active process of building knowledge rather than

obtaining it. Given this view, learners are more than just active information processors; learners

develop and analyze the provided knowledge (Kay & Kibble, 2016). The purpose of

constructivism is to offer learners meaningful learning opportunities (Schunk, 2012). In fact,

educators need to create situations that challenge the learners' reasoning and drive them to rethink

their ideas (Schunk, 2012).

In this instructional guide, we used different instructional strategies that reflect constructivism.

For instance, cooperative learning is represented in the jigsaw activity. The Jigsaw technique

includes several important cooperative learning characteristics, such as teamwork, personal

accountability, and clearly defined objectives (Schunk, 2012). Social constructivists such as

Vygotsky stress that group learning and peer collaboration allow students to model for and

perceive each other to improve their skills and experience higher self-efficacy for learning

(Schunk, 2012). Another strategy that falls under constructivism is inquiry teaching which we

followed in this instructional guide. Inquiry-based learning or discovery learning method requires

presenting the learners with problems, questions, or puzzling situations for students to resolve,

motivating them to acquire the needed skills (Schunk, 2012).

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 In constructivism, assessment methods must reflect the type of learning used in class and match

curriculum objectives. Therefore, authentic assessments are encouraged in a constructivist

environment and should be integrated with teaching (Schunk, 2012). Such assessments include

teacher observations which were utilized in this instructional guide. Authentic assessments also

necessitate that learners write reflective pieces, discuss what they studied and why the learnt

knowledge is important, and demonstrate skills they have acquired.

EXPERIENTIAL LEARNING

Experiential learning, or "learning by doing," has had favorable results; when learners engage

actively in the learning environment, their understanding is enhanced (McCarthy, 2010). The

experiential learning approach is a four-stage reciprocal process in which students should go

through the complete cycle to learn effectively (McCarthy, 2010). The four stages include:

1. Concrete experience

2. Reflective observations

3. Abstract conceptualization

4. Active experimentation

Our topic lends itself to constructivism and experiential learning theory. Learners will be

actively involved in their learning by offering them situations that challenge their thinking and

urge them to rethink their ideas. Students will participate in active learning activities and reflect

on their experiences using cooperative learning practices, in which they will work in groups to

share their knowledge, learn from one another, and collaborate to build new understandings.

Additionally, reflection is an essential aspect of our lesson; therefore, students were provided with

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several opportunities to reflect on their learning. Moreover, incorporating the technological tools

engages students in the learning environment, enhances their learning experiences, and extends

the learning to bridge classroom activities with authentic real-world tasks.

TOPIC

Photo analysis as a tool for reflective writing: A photo is worth a thousand words

In this lesson, we aim to use a photograph as an educational tool to teach reflective writing.

According to Mayer (2017), phrases “words” are and have always been an integral feature for

delivering instruction; however, visuals help individuals acquire knowledge better. Visual analysis

has the potential for engaging students in the process of reflection that impacts their way of

thinking and behavior. Photographs often transport us to periods and settings we have never visited

and educate us of things that we may have overlooked at the time. Hence, photographs are

established in authentic time and setting. Therefore, photographs and illustrations act as active

educational tools that contextualize student learning and intensify their experience. The lesson

focuses on studying and observing Dorothea Lange's photograph "The Migrant Mother" to

formulate understandings of the photo and reflect on the understandings in reflective writing.

Students' reflection is essential for establishing new thoughts and fostering writing skills. The

broad scope of the lesson allows learners to go beyond the lesson's basic requirements to become

more digitally literate.

LEARNING OBJECTIVE

Students will be able to:

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 1. Examine a photo and analyze its content.

2. Use historical background to understand the message conveyed in a photo.

3. Develop skills necessary for evaluating visuals.

4. Compose reflective writing that shows their analysis of the knowledge gained based on

Gibb’s reflective process.

INSTRUCTIONAL PROBLEM

Students in grade 7 English language classroom are required to develop their critical

thinking skills, media literacy, and technology skills to meet the requirements of the 21st century

learning. This need cannot be met if students learning the English language, read, and analyze texts

only. Recently, there has been growing awareness of teaching language through multiple modes

such as images and audio resources. In order to provide students with better learning opportunities,

instructors must integrate different modes of learning into their instruction. Including different

modes help teachers reach out to all their learners who have different learning styles such as

auditory, kinesthetic, and visual. The use of myriad modalities in communication is referred to as

multimodality; among those modes are visual, spatial, gestural, and linguistic modes (Varaporn &

Sitthitikul, 2019). Integrating multimodal literacy within the curriculum equips students with the

necessary skills for the digital information age (O'Halloran et al., 2017). This brings about an

urgent need to include interesting reading modalities that enhance critical thinking. In this guide,

we are providing teachers and students with a learning opportunity that targets multimodal learning

by analyzing a photo focusing on how multimodal learning develops students' critical thinking and

writing skills.

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AUDIENCE

This instructor guide will target 7th grade English Language Learners in an English class

in a private school in Mount Lebanon. The lesson will take place in the second quarter of the

academic year. The instruction is student-centered targeting technology literate 12-years old

students.

SEQUENCE OF INSTRUCTION

SESSIONS OBJECTIVE ACTIVITY SEQUENCE

Observe and analyze 1. Examine a photo 50 min

• Quick write a
details in the and analyze its
description of 3 min of individual
Migrant mother content.
the photo observation
photo.
through
7 min of quick write
answering a set
4 min Pair work Trun and
of direct
talk
questions

through 10 min whole class

observation discussion

• T-Chart

• Presentation

• Exit Ticket

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 10 min T-Chart (groups of

4) analyzing feelings and

evidence from the photo

10 min T-Chart

presentation in groups

5 min Exit ticket

50min
Research historical 2.Use historical • Warm up

and social background to activity 5 min warm up

background of the understand the discussion

5 min explain Jigsaw
photo including message conveyed • Jigsaw activity
10 min actual research
messages conveyed in a photo • Watch a video
(individual)
within the photo. • Presentation

mind-map 10 min expert groups

(Coogle)
10 min home groups

10 min presentation

Replicate the photo 3. Develop skills • Role play 50 min

through role playing necessary for • Take a still

5 min distribute roles and
activity. evaluating visuals. Photo
tasks
• Upload on

Flipgrid

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Peer evaluation 10 min Drafting the

scenario

15 role play

5 min

5 min upload photo on

Flipgrid

10 min individual oral

reflection on Flipgrid

Reflect on their 4.Compose 50 min

• Create a
experience reflective writing
reflective 35 min create a paragraph
analyzing a that shows analysis
paragraph
15min comment
photograph. of the knowledge
(Figment)
gained based on
• Comment on one
Gibb’s reflective
another’s
process.
paragraphs

MATERIALS AND RESOURCES

• Smart board

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 • Projector

• Photograph (on Google docs)

• Video Dorothea Lange (MoMA)

• MoMALearning (Supporting research material)

• Worksheets

• Index cards

• Butcher paper

• Makers / Pens / pencils

• Old Chairs/ Old gray cloth / ripped clothes (for photo replication)

• Internet connection

• Laptops

• Digital devices (cameras/ Phones)

• Rubrics: presentations, mind maps, writing (paragraph), reflection (presentation)

• Link to presentation (link)

INSTRUCTIONS FOR ACTIVITIES

SESSION 1

Introduce students to the “Migrant Mother” photograph by Photographer Dorothea Lange using

google docs (Link). Ask them to preview individually for 3 minutes. As they examine the photo,

students are allowed to jot on a scratch paper what they can see.

Warm up activity: Students read the following guiding questions to quick write describing the

photograph for 7 minutes.

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 § What can you see in the photo?

§ How many people can you see? Who do you think they are?

§ Where and when do you think this photo was taken?

Pair work: Students Turn and Talk to a partner about their description of the photo and exchange

ideas about their findings.

Whole class discussion: Students are cold called to share with the whole class different ideas

about their examination of the photograph. Instructor can use number 1 and 2 questions from

(Appendix A).

Group work: Teacher prompts students with more open-ended discussion questions around the

photograph:

§ What do you think is so powerful about this photo?

In groups of 4 students fill out a T Chart on butcher paper (Appendix B) that includes the following

questions:

§ How about the people in this photograph? How do you think they feel? Find evidence in

the photograph. (10 minutes)

Each partner in the group writes down one feeling and finds evidence in the photograph.

In a Round Robin students share their answers in the group for 4 minutes.

Exit Slip: (5 min) Write 3 more things you would like to know about the photograph.

Link to google doc Session 1 activities (link)

Homework:

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 § Give out the sheet Analyzing Photo Question Sheet (Appendix A) as an extension

homework where students research the photo using guiding questions.

§ Give out a supporting link (Moma Learning) for more information on the photo to read for

session 2

SESSION 2

Warmup activity: Discuss with students the three different things they are curious to know more

about the photograph from the previous day.

§ Jigsaw Activity: Students are instructed about what they are supposed to do in their jigsaw

activity (Appendix C). Students are put in home groups of 4 and each student is given a

number from 1 to 4 (index cards). Then each student is given a question to research

individually using their laptops.

§ Then Have students watch the video link - Video Dorothea Lange (MoMA) as an additional

resource that enriches their knowledge about the topic.

§ After that, number1 students meet together in their expert groups to discuss their answers

and agree on one answer then write it on an index card. The same happens with numbers

2,3, and 4 students. Finally, students return to their home groups to present their answers

to each other in a Round Robin.

• Students in their home groups use Coggle platform to create a mind map that demonstrates

their understandings and the answers they found during their research.

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Mind Map: Students then should use the information gained from the supporting material,

research, and video to answer demonstarte their understanding in a mind map following the mind

map rubric provided (Appendix D).

§ Place the photograph in the center of the mind map (check Coogle sample), and branch the

main points in branches that extend into sub-branches which include more details. Students

are encouraged to use different colors for the mind map branches as well as illustrations.

SESSION 3

In this session introduce students to Role-play, then tell them they will role play the events of the

incidents when the photographer stopped to take the photo and replicate the photo using a digital

device (Phone/ Camera) project the photograph on the smart board (link). Divide the roles among

students. Each student will play the role of one of the 5 characters below:

§ Photographer – Woman - Child 1 – Child 2 – Baby

Writing a Script: Students use the document Writing a Script (Appendix E) to create their script.

Preparing the Setting: Students prepare their props (old chair/ gray cloth) and costumes (old,

ripped clothes) to role play their scene and replicate the photo.

Role Play: Students dress up and set the props to act out the scene. They will follow a specific

photography rubric to reach the objective of the activity (Appendix F). Then they take a still photo

using their phone camera or camera replicating the original one.

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Oral Reflection: Students must upload their group photograph on Flipgrid (Link). Then they

record themselves reflecting on their experience (role-play/still photo) using the questions

provided.

• What did I learn from this experience?

• How do you think everyone involved benefit from this experience?

• What skills I need to develop for me to handle such an experience in a better way?

• What could I have done differently?

SESSION 4

In the last session students will use their class time to create a reflective paragraph and share it on

Figment.com. Students will be provided with a prompt and guiding questions to help them write

their reflective paragraph following a specific rubric (Appendix G).

Prompt: Reflect on your whole experience analyzing the photograph.

§ What have you learned about photography?

§ What have you learned about life in this photo?

§ What have you learned about yourself because of the experience?

§ Have you developed because of it? How?

§ Did the experience impact you positively or negatively?

§ What are your thoughts on the experience in general?

§ Was it a useful learning experience? How?

§ What were the skills you gained as a result of this experience?

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Feedback: Students then will choose one of their peer’s paragraphs to comment on and give

constructive feedback.

HOW LEARNING WILL BE ASSESSED

Assessment is an ongoing process in a constructivist context that is vital for the learner as

well as for the instructor (Schunk, 2012). The session includes myriad activities accompanied by

assessment rubrics, for formative and summative evaluation. Rubrics are used to help teachers and

students achieve the desired learning outcomes. Rubrics will be handed to students before the

lessons to go over expectations and be ready. An exit ticket (Appendix H) was also used for

formative assessment. Also, students were provided with opportunities to apply what they learned

in real-life situations, such as role-play and replicating the photograph. Finally, students will write

a reflective paragraph and share it on Figment.com. Feedback is provided to students through the

process to ensure improvement of the work and progress of the performance. According to

constructivists, as educators we must go past wrong or correct answers to understand how learners

arrive at their conclusions (Schunk, 2012). Thus, our instructional guide includes an inquiry-based

approach, that engages learners in critical thinking, reasoning, and meaningful learning. Self-

reflection also contributes to assessment since students are encouraged to evaluate their

performance.

STRATEGY FOR LEARNING TO TRANSFER

Students' actual daily lives and school experiences must be linked through academic

experiences. The use of technology in this guide extends and transfers the learning, which leads to

a better comprehension of the learning objectives. Allowing students to use platforms such as

Flipgrid for reflection and Figment to publish their final product, enable them to connect to the

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outer community then report back to their peers in the class premises, thus bridging real- life

experience with school education.

SUMMARY AND LESSON CONCLUSION

Our instructor guide intends to help educators apply the best instructional material and

resources for the subject and audience of this course. We follow the Triple E Framework Engage,

Enhance and Extend to implement the best teaching practices. This framework guided and helped

us integrate the technological tools in the correct way in our instructional guide. For instance, for

Engagement, which highlights how to use technological tools to support students and help them

reach the desired learning outcomes, we used Flipgrid as a tool where students record their oral

reflection on their role-play/ still photo replication experience. Instructional material and strategies

have been implemented to allow student engagement and authentic learning. Thus, students work

together cooperatively, engage actively, and bridge their understanding by integrating various

technologies.

APPENDIX A: ANALYZING PHOTOS QUESTION SHEET

Photo questions – Homework research – Session 1

1. Are there people in the photograph?

2. What are these people doing?

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 3. What kind of expressions are on their faces? What is their body language?

4. What do their faces and body language tell you?

5. Where do you think the photograph was shot?

6. Regarding the subject, where do you think the photographer is standing?

7. How would the image differ if the photographer was positioned in a different location?

APPENDIX B: T CHART

Name: ___________________

Date: ___________________

Photo- Analysis: T Chart

Feelings Evidence

Partner 1:

Partner 2:

Partner 3:

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 Partner 4:

APPENDIX C: JIGSAW ACTIVITY

Group name:

Group members:

Date:

Jigsaw Activity

Group Members

Partner 1 In what time in history was this photo taken? Find details

Partner 2 Who is the photographer? Find information about her life, education, profession....

Partner 3 Why did the photographer stop to take this photo?

Partner 4 What was the effect of her decision taking this photo on the social and emotional
conditions of people who lived during that time?

APPENDIX D: MIND MAP RUBRIC

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Making A Map: Mind Map Rubric

Teacher’s Name:

Student’s Name:

CATEGORY 4 3 2 1 Points
Format Mind map follows Mind map Mind map follows Mind map does
the branch or partially follows another format, not consistently
hook format. the branch or hook such as bubbles, follow any format
format. circles, boxes, or is chaotic and
lines, etc. difficult to
understand.

Color The mind map The mind map The mind map is The mind map is
uses a different uses different not completely not colored.
color for each colors for some colored.
branch. The mind branches, or the
map is brightly colors are drab.
colored.

Content The mind map The mind map The mind map The mind map
includes the misses some misses most major presents no major
MAJOR points of major points of points of the points.
the material. the material. material.

Verbosity The mind map The mind map The mind map The mind map
presents only one presents multiple presents multiple presents multiple
word or phrase per words or names words or names words or names
branch or hook. on some branches. on many branches. on most or all
branches.

Radiance The mind map The mind map The mind map The mind map
radiates from the radiates from a radiates from a radiates from a
center of the page. central point. central point. Few central point. No
Ideas branch out Some ideas branch ideas branch out ideas branch out
from other ideas out of other ideas; of other ideas; of other ideas; all
in a logical and some branches are most branches are branches are a
organized manner. a single line a single line single line
extending from extending from extending from
the center. the center. the center. OR:
The mind map
does not radiate
from a central
point.

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 Illustrations The mind map The mind map The mind map The mind map
includes at least 6 includes at least 4 includes at least 2 includes no
relevant relevant relevant relevant
illustrations. The illustrations. The illustrations. The illustrations, or the
illustrations make illustrations make illustrations make illustrations do not
the mind map the mind map the mind map make the mind
memorable. memorable. memorable. map memorable.
Neatness The mind map is The mind map is The mind map is The mind map is
very neat and somewhat neat not very neat and not readable.
orderly. The mind and orderly. The orderly. The mind
map is clearly mind map is map is readable.
readable. clearly readable.

TOTAL /28 /20

Comments

Retrieved from: https://pdfcoffee.com/mindmap-rubric-pdf-free.html

APPENDIX E: WRITING A SCRIPT

Group Name:

Group members:

Writing a Script

Imagine what each of the characters in this photograph might feel and say. Then

create a script in which you play the role of the character. You can use first-person

pronouns such as I, me, and, my when sharing your character’s feelings and thoughts.

Participants Script
Participant 1

photographer

Participant 2

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 Mother

Participant 3

Child 1

Participant 4

Child 2

Participant 5

Baby

APPENDIX F: PHOTOGRAPHY ROLE PLAY RUBRIC

Area of Focus Excellent Very Good Fair Needs

Improvement

Creativity This replicated photo is This is a good, This replicated shot Photo exhibited
highly imaginative, replicated photo. It might have been little to no
going beyond the shows good creativity. better prepared and imagination or
original photo. The executed.in a better good
overall message is way. replication.
consistent.
Meets project The replicated photo The replicated photo The replicated photo Does not show
requirements completely fulfills meets requirements and shows fair evidence evidence of
standards, and shows techniques. of some requirements,
thoroughly shows requirements, techniques and
techniques necessary. techniques Some missing many
components are components.
missing.

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Use of Time and Used time well during Used time well during Used some of the Did not use
effort each class period. to prepare the props allotted during each class time to
Focused on getting the and setting. Usually class period. A little focus on project
product done. Never focused on preparing focus on doing the distracted
distract others. shows the setting and props, setting and a little others no effort
the student made a shows the student made effort made. done
significant effort. a good effort

Topic Photography clearly There is a good There is a fair The topic is not
responds to the given connection to the topic connection to the clear in the
topic. in the photograph topic in the photograph
photograph
Composition The angle and Some thought has been More consideration No
Camera angle composition have been given to angle and needs to be given to consideration
subject carefully considered in composition in the the angel and given to the
placement the photograph. photograph. composition. angel and
composition.
All parts of the All parts of the Some of the
photograph are photograph look good, compositional Most of the
extremely well done. just not at a higher elements are placed compositional
level. correctly in the elements not
photograph exhibited

APPENDIX G: REFLECTIVE PARAGRAPH RUBRIC

category 3 2 1 points

Focus States clearly the Implies, but doesn’t Does not clearly
purpose of the clearly state the state or imply the
activity. purpose of the purpose of the
activity. activity.
Never diverges
from the topic Never diverge from Diverges from the
the topic. topic.

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Content Demonstrates a Demonstrates a Lack of
thorough self- reflective analysis development and
reflective including a self-reflection.
analysis description of the Doesn’t include a
including a activity supported description of the
description of by details. activity or have
the activity insufficient
supported by Draws conclusions details.
specific and and makes
illustrative connections to Does not make
details. future plans. any connection to
future plans.
Draws
conclusions and
makes
connections to
future plans.

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Organizatio Presents Presents reflection Presents the
n reflection in a in a well- organized reflection in a
compelling, manner. poorly organized
highly- manner.
organized Includes the
manner. following elements: Elements are
missing which
Includes the Topic sentence impact
following with controlling understanding:
elements: ideas
Topic sentence
Attention getting Transitions that lacks one or
topic sentence Concluding both controlling
which includes statement ideas
controlling ideas
Improper use of
Effective transitions
transitions
No or poorly
Reflective written
conclusion conclusion

Language Uses articulate Uses appropriate Uses slang and

and and appropriate language, word unsophisticated
Conventions language, choice, and word choice.
sophisticated sentence structure
4 or more errors in:
word choice, and
sentence Grammar
structure. 2-3 errors in:
Punctuation
0-1 errors in: Grammar
Mechanic
Grammar Punctuation

Punctuation Mechanics

Mechanics

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 Student Name:

Score: / 12

Retrieved from: https://www.slideshare.net/morristont/reflection-paper-rubric-9511153

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 APPENDIX H: EXIT SLIP SESSION 1

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REFERENCES

Kay, D., & Kibble, J. (2016). Learning theories 101: Application to everyday teaching and
scholarship. Advances in Physiology Education, 40(1), 17.

McCarthy, M. (2010). Experiential learning theory: From theory to practice. Journal of Business
& Economics Research (Littleton, Colo.), 8(5), 131.
https://doi.org/10.19030/jber.v8i5.725

Mayer, R. E. (2017). Using multimedia for e‐learning. Journal of Computer Assisted Learning,
33(5), 403-423. https://doi.org/10.1111/jcal.12197

O'Halloran, K. L., Tan, S., & E, M. K. L. (2017). Multimodal analysis for critical thinking.

Learning, Media and Technology, 42(2), 147-170. doi:10.1080/17439884.2016.1101003

PDFCOFEE. (n.d.). Making a map: Mind map rubric category 4 3 2 1 mind map follows the
mind map partially branch or hook format. foll. Retrieved from:
https://pdfcoffee.com/mindmap-rubric-pdf-free.html

Schunk, D. H. (2012). Learning theories: An educational perspective. (6th ed.). Boston: Pearson
Education.

Slideshare. (n.d.). Reflection paper rubric. Retrieved from:

https://www.slideshare.net/morristont/reflection-paper-rubric-9511153

Varaporn, S., & Sitthitikul, P. (2019). Effects of multimodal tasks on students’ critical reading
ability and perceptions. Reading in a Foreign Language, 31(1), 81.

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