This instructor guide provides a lesson plan for using photo analysis to teach reflective writing to 7th grade English language learners. The lesson is grounded in constructivist and experiential learning theories. It involves students examining a historical photo in 4 sessions, describing what they see, researching its context, role playing a scene from the photo, and writing a reflection. Students' learning will be assessed through reflective writing, exit tickets, and rubric-based formative assessment to help them develop critical thinking skills through an engaging multimodal activity.

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.

7. T H E O RY A N D
S T R AT E G Y

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

10. S E Q U E N C E O F
I N S T R U C T I O N

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.