EDUC341 Theories of Learning in Educational Technology- Instructor Guide Presentation.pptx
1. U N I V E R S I T Y O F
B A L A M A N D
Photo analysis as a tool for reflective writing: A photo is worth a thousand words
Student Name: Diala Hassan- Lamis Al Hakim
Theories of Learning in
Educational Technology
EDUC 341
Instructor Guide
2. C O N T E N T
Topic
Learning Objectives
Audience
Theory and strategy
Sequence of instruction
Strategy for learning to transfer
Summary and Lesson conclusion
References
3. T O P I C
Aiming to use a photograph as an
educational tool to teach reflective writing
Using active educational tools that
contextualize students' learning and
intensify their experience
Engaging students in a process of
reflection
Students' reflection is an essential
component for establishing new thoughts
and fostering writing skills
Photo analysis as a tool for
reflective writing: A photo is
worth a thousand words
4. L E A R N I N G
O B J E C T I V E S
Students will be able to:
• Examine a photo and analyze its content.
• Use historical background to understand the
message
conveyed in a photo.
• Develop skills necessary for evaluating visuals.
• Compose reflective writing that shows their analysis
of
the knowledge gained based on Gibb’s reflective
process.
5. A U D I E N C E
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
6. I N S T R U C T I O N A L
P R O B L E M
7th graders learning the English
language are required to develop
their critical thinking skills.
Analyzing texts only is not
adequate to help them meet this
need
It is essential to include interesting
reading modalities that enhance
critical thinking.
8. C O N S T R U C T I V I S M
Cooperative
Learning
Inquriy –based
Learning
Discussion
Learning, according to constructivism is:
• an active process of building knowledge rather than obtaining it (Schunk,
2012);
• learners are more than just active information processors (Kay & Kibble,
2016);
• situations that challenge the learners' reasoning
Social constructivists such as
Vygotsky stress that peer
collaboration allow students
to observe one another, refine their
skills and experience higher self-
efficacy for learning (Schunk, 2012).
9. E X P E R I E N T I A L
L E A R N I N G
• Learners engage actively in the learning
environment
• Offering situations that challenge
students thinking
• Reflect on experiences
11. S E S S I O N 1 - 5 0 M I N
Quick write: describing the
photograph using prompts
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 group work: T-
Chart
Exit Slip: Write 3 more things
you would like to know about
the photograph
Migrant Mother, Nipomo,
California
Dorothea Lange American, 1895–1965)1936. Gelatin
silver print, 11 1/8 x 8 9/16" (28.3 x 21.8 cm)
12. S E S S I O N 1
What can you see in the
photo?
How many people can you
see?
Where and when do you
think this photo was taken?
13. S E S S I O N 2 - 5 0 M I N
Warmup activity:
Discussion
Jigsaw Activity
Mind Map: Coogle Video: Youtube
14. S E S S I O N 3 - 5 0 M I N
Writing activity:
Discussion students
create their script
Role Play: students
dress up and set the
props to act out
the scene.
Upload on Flipgrid Oral Reflection
15. S E S S I O N 4 - 5 0 M I N
Reflection
Prompt: Reflect on the
experience analyzing
the photograph
Figment Feedback
16. H O W L E A R N I N G W I L L B E A S S E S S E D
Reflective Writing
1
Exit Tickets
2
Formative
assessment
3
Rubrics are used to
help teachers and
students achieve
the learning
objectives
4
17. S T R A T E G Y F O R
L E A R N I N G T O T R A N S F E R
18. Use of Technology -
Figment
Publish Final Product Bridging the experience
with school education
19. S U M M A R Y
A N D L E S S O N
C O N C L U S I O N
Our instructor guide intends to help
educators apply the best
instructional strategies, for the
subject and audience of this course
Triple E Framework
20. R E F E R E N C E S
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
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
Schunk, D. H. (2012). Learning theories: An educational perspective. (6th ed.). Boston: Pearson Education.
Varaporn, S., & Sitthitikul, P. (2019). Effects of multimodal tasks on students’ critical reading ability
and perceptions. Reading in a Foreign Language, 31(1), 81.
Editor's Notes
Lamis
Diala
Lamis
Diala
Readings in grade 7 English classroom lacks critical thinking opportunities that develop students’ critical thinking skills since they are provided with one kind of reading which is text reading.
Lamis
Diala
Experiential learning, or "learning by doing," has had favorable results; when learners engage actively in the learning environment, their understanding is enhanced
Lamis
Whole class discussion: Students are cold called to share with the whole class different ideas about their examination of the photograph
What do you think is so powerful about this photo?
How do you think the people in this photograph feel?
Lamis
Diala
Mind map
Place the photograph in the center of the mind map and branch the main points as main branches that extend into sub-branches that include more details
