Teaching with Pictures

Aim: To inspire teachers to use images

• Engaging the visual learner

• What’s changed?

• What’s new?

• Approaches to teaching

• Digital Storytelling

• My name is Eunice Omowale

• I am a Key Skills Co‐ordinator (ICT) at City and Islington College.

• eomowale@candi.ac.uk

It is particularly beneficial to the Visual Learners.

It arouses students’ interest in the topic.

Students are not passive during the lesson.

It is memorable than the spoken words.

It helps to reinforce learning through practice.

Feedback on students’ progress is instant.

Benefits

Name:Kathryn GordonRole:LectureCourse:Foundation Degree in Health Studies

• This leads from a question to a further slide that explains what is being communicated i.e. I am strong & to be mated with. This illustrates the role of appearance in communication

• This is to illustrate the role of gesture in communication

• This is to illustrate the role of Facial expression in communication

- Introduction

An online interactive reading practice task for teaching basic literacy

Franco Dognini

IT teacher to ESOL students and to students with learning difficulties

I like to create interactive resources for my IT classes.

I aim to provide learners with tasks that are stimulating, intuitive and “hands on”.

I believe that with interactivity the learner’s engagement with the task and hence the learning process is enhanced

- Evidence

For each picture the learner

is presented with a set of

3 possible slides

1 Task‐slide

The animated image enters the 

slide and places itself in the 

middle of the screen amongst a

number of boxed words.

- Evidence

The learner is asked to click 

on the box containing the 

correct word for the picture 

shown.

The learner is aided visually 

by the use of “rollover” effects 

and acoustically by the playing 

of relevant words  whenever the 

mouse hovers on a text box. 

The learner is then asked to 

click on a button to return to the 

1 Task‐slide

- Evidence

3 Well‐done slide

The learner is shown the

Well‐done slide when the right 

word is clicked.

The Well‐done slide re‐shows

the picture together with the 

correct word which enters the 

slide one letter at the time.

- Evidence

The learner is then asked to 

Write the word in the 

accompanying worksheet.

The learner is then asked to 

click on a button to proceed to 

the next Task‐slide that will 

present a new picture.

- Evidence

The presentation continues untila picture has been shown for allof the words presented.

In practice the Task‐slide, Error‐slide and Well‐done slide can be seen as templates to bere‐used as needed. For examplethe task could be changed to cover a different topic withrelative ease.

- Evidence

- Evidence

- Evidence

- Evidence

• However a rational integration of established teaching practices in the use of ICT (and perhaps of image reach resources) for teaching and learning is far from being a reality with the greater emphasis being placed in adopting the technologies with little time for the underlying pedagogical issues.

• Access to suitable image banks is still problematic for different reasons and although an improvement of the resources available is ongoing it often remains difficult to find what’s “really” needed from the existing image banks made available to practinioners in education.

• There is also a need to develop more dedicated tools for enabling teachers to create image rich resources with more ease

Simona Candiolo

Modern foreign Languages teacher

6th Form College, The Angel

QProject Summer 2005:Powerpoint presentation with images and 

hyperlinks, for  A2 Italian class

Topic: Victims of Italian mafia 

Topic: Italian mafia – two famous victims Powerpoint presentation:

images and links to short explanatory texts.

- Activity Plan

Topic: Two famous victims of Italian mafia

Powerpoint presentation:Introduction of the two judges who got killed (hyperlink to photos and there to short biography with additional images)

Images about the two attacks with hyperlinks to slides with more information.

- Learning Object

• Clicking on each image will lead to another  slide with a short biography of each person, and more images (see next slide)

- Evidence

• The students will read a short biography of G.Falcone and will see more images relating to the short text (eg. the judge with his escort and  the judge with his wife, all killed with him in the attack)

• Clicking on the “back” button will lead back to the first slide with the hyperlinks to the other slides (eg. image of the other judge and link to his biography)

- Evidence• The image is hyperlinked to a 

short description of the attack, and more images(see next slide)

• The “back” button will take you back again to the first slide

- Evidence

• On this slide the short text gives more information about the image seen on the previous slide, and there are other photos with more details about the attack

• Clicking on the “back” button, will take you back to the first slide, and the hyperlinks to the other slides

- Evaluation

Images help me toremember things better

Images help me toremember things better

The images made the lesson more

interesting

The images made the lesson more

interesting

The photos made the lesson more real

The photos made the lesson more realGood choice

of photosGood choice

of photos

Some comments from students in the A2 class – 30.6.05

Introduction to Fractions

For adult learners at level E3 Numeracy

By Gity Malek Mohammadi

Use of fractions

Half a pint

12

One third off the price

13 Half price

Where to see fractions

Fraction as part of a whole

We divide the shape into 4 parts.

Fraction of a whole

• How many green square? 

• What fraction is green square? 

• What fraction are pink squares? 

Fraction of a whole• What fraction is green squares? 

• What fraction is green squares in the following shape? 

• What 4/4 means? 

Part of a whole

• Divide the shape into 4 parts and take 1 piece of that.

• We say 1/4  or one quarter 

• 3/4 remained

Reading fractions

• 3/5      3 out of 5

• Or three fifth

• Or 3 divide by 5

• Or as ratio    3 : 5

Question

In a sale 1/3 is taken off the

price of £ 90 dress. 

How much is the discount?

Answers

• 1/3 means 90 divide by 3

• 90/3 = £30     Discount

Students Comments

The shapes helped me The shapes helped me to understand betterto understand better

It helped me to calculate It helped me to calculate discount in a simple discount in a simple languagelanguage

The question and The question and answer was better to answer was better to me than a worksheet.me than a worksheet.

It was easy to understandIt was easy to understandand wasnand wasn’’t longt long

It shows me the use of It shows me the use of fraction in my daily lifefraction in my daily life

What’s changed?

What’s new?

• Modelling

• Assessment

• Multi sensory

• Experiential

• Differentiated

• Conversations

• Relating theory and practice

• Cooperative

• Embedding literacy, language and numeracy

• Modelling

• Assessment

• Multi sensory

• Experiential

• Differentiated

• Conversations

• Relating theory and practice

• Cooperative

• Embedding literacy, language and numeracy

What’s next?

Digital Story Telling

Sandra Partington30th March 2010