workshop using photographs

8/13/2019 Workshop Using Photographs

1/96

CreativePhotographs for theEFL Classroom

Dat Bao
http://photos.myfi.org/p21905661.htmlhttp://photos.myfi.org/p21905661.htmlhttp://photos.myfi.org/p21905661.htmlhttp://photos.myfi.org/p21905661.htmlhttp://photos.myfi.org/p21905661.htmlhttp://photos.myfi.org/p21905661.html


2/96

Key argument:

Using Photographic Resources Can Help EnhanceLearners Thinking Ability

Outline

1. Relationship between photography and the developmentof the mind

2. The need to develop critical and creative thinking skills

3. Photography as a tool for higher-order thinking

4. Creative effort which learners can make based onphotographs

5. Samples of stimulating questions to go withphotographs

6. Two samples of photo-based activities


3/96

1. Relationships between photography and thedevelopment of the mind

In daily life, photos allow humans to

observe details

relate to previous experiences

build new experiences

engage in thoughts

For examples


4/96


5/96

Despite its accuracy value, photography may or

may not give you the truth

Think about the elements of choice and

interpretation

For example


6/96


7/96

In education, photographic resources have potential topromotes higher-order thinking. They can

bring out students potential for interpretation

lead to collaborative group activities

accommodate multiple intelligences

(but how?)


8/96

Multiple intelligences (Gardner 1983)

include being

word smart

reasoning smart

picture smart

body smart

music smart

people smart

self smart nature smart.


9/96

The use of photography in ELT can take learnersthrough all of those 8 channelsof learning styles

For examples

Using a photo for role play- word smart

Comparing scenarios in a set of pictures- reasoning

smart

Examining visual details- picture smart


10/96

Involving a soundtrack or matching a song with apicture- music smart

Discovering communication through photos- peoplesmart

Reflecting on oneself- self smart

Observing the law in the natural world- nature smart

Have photographs in current textbooks done all of these?


11/96

Let us think about what photos in coursebooks have and have notdone for EFL learners

Photographs in coursebooks are often used as illustrations for the main topic

as markers of characters

as reminders of some content in the text

as demonstrations of vocabulary

as visuals for detailed description

as a way of asking questions to learners


12/96

Photographs in coursebooks are rarely used

to invite learners to raise their own questions

to push learner imaginationforward

to inspire learners creative effort

to stimulate learner reflection on individual viewpoints

to promote learner awareness of social problems

to facilitate valuejudgmentthrough compare and

contrast

The above functions constitute critical and creative thinking skills.What are these and why do EFL learners need them?


13/96

2. The need to develop critical and creativethinking skills

Critical thinking(assessing the validity; precise and objective analysis)

Convergent thinking

(developing common understanding)

Creative thinking(generating something new or different)

Divergent thinking(variety of perspectives; unique thinking)

Also known as high-order thinking


14/96

Why do students need higher-order thinking?

Because it helps

find the relationships between seemingly diverse

concepts

cater for individual learning differences

Also, because language is not just about learning wordsit is about expressing thoughts effectively.

But what can photography do?


15/96

3. Photography as a tool for higher-orderthinking

Photographic resources have the potential tostimulate inquiry, creativity, and critical thinking.


16/96

An example of how photos help promote assessmentand analysis (critical thinking)

In some textbooks, Eskimos homes are often depicted like

this


17/96

Eskimo homes


18/96

while American homes look like this


19/96

Homes in the United States


20/96

When observing these photos, what question dowe encourage students to raise?

How typical are these houses?

Not at all

In fact, here is the real looks of Eskimos homestoday


21/96

Eskimo homes


22/96

and here is one of the many homes in the US


23/96


24/96

Compare again


25/96


26/96

What does that mean?

Photographs influence the way people see the world

By rethinking and challenge what is presented in photoswe are helping students develop critical thinking skills


27/96

Two examples of how photos help stimulate varietyof perspectives (creative thinking)


28/96

Guess what is missing from the picture or imagine things and people

beyond the picture


29/96

Students can discuss their own imagination

They can relate the scenario to their previous

experience

They can develop it into a short story, a poem, or a

play

They can add one more character to the scene

And also role-play a conversation


30/96


31/96


32/96


33/96


34/96

Example of how photos help promote interpretationskills (creative thinking)

Look at the following picture and explain what is really

going on

What do you think is happening next?


35/96


36/96


37/96


38/96


39/96


40/96


41/96


42/96

What kind of story/message do you think you canwrite from the above pictures?

ex. horror/comedy/magic show/obsession/

illusion/fear/dream interpretation/wrongexpectation, etc.)

Share your story with a classmate


43/96

Example of how photos help learners inventrelationships among unrelated data (creative thinking)

Work in pairs, can you invent a relationship amongthe following 3 photos? How do you develop theminto a story?

What kind of story would that be?

(tragedy, comedy, romance, thriller, action suspense,

etc.)

Share your story with another pair of classmates


44/96

Linking several pictures to form one anecdote


45/96


46/96


47/96


48/96

Example of how photos help learners discover theright relationship among related data (critical thinking)

Please form into groups of three for this activity

Part 1 prepare to look at the screen while partners 2 and 3 mustclose your eyes


49/96


50/96

Now partner 2 looks while partners 1 and 3 must close youreyes


51/96


52/96

Now partner 3 looks while partners 1 and 2must close your eyes


53/96


54/96

Discuss among your group and explain the wholepicture

Share your explanation with the class

Look again, this time at the whole picture


55/96


56/96


57/96


58/96

4 Creative efforts which learners can make


59/96

4. Creative efforts which learners can makebased on photographs

Being inspired to raise questions and make creativeeffort

Reflecting on previous experience for discussion

Commenting on attitudes, behaviour patterns, andsocial problems

Building new experience and imagination

Making judgment through compare and contrast

Using photos as a prompt for writing poetry andstories


60/96

Example of how photos can help learners build newexperience and imagination


61/96

Imagine the picture is part of something else

- Creating a title for the book. What is the book about?

- Viewing the picture as an advert

- Treating the picture as a scene from a movie. Write thesoundtrack of the charactersthought

- Seeing the picture as part of a dream

- Writing a short poem for which the picture is an illustration


62/96


63/96


64/96


65/96


66/96

Example of how photos serve as a prompt for writingpoetry and stories


67/96


68/96


69/96

5. Samples of stimulating questions to go with

photographs

Why is the photo taken?

If you see the same thing would you take a picture? Why (not)?

Would you continue to take further pictures of this scenario?

What do you think you may see next? What do you want tosee?

What is the theme of the photo?


70/96

What is the main issue here?

How does that relate to a problem?

What does the photo remind you of? Give an example.

Does the picture remind you of something you often take forgranted? What is it?

Which character in the photo do you most identify with andwhy?

Discuss the difference between two scenes. What do the twoscenes seem to have in common?


71/96

6. Two more samples of photo-based activities

Activity one

Self-discovery: Find yourself in the photos

Activity two

Thought-provoking images


72/96

Activity one

Self-discovery: Find yourself in the photos

1. Display a bunch photos on the classroom floor

2. Play soft background music

3. Invite students to walk around and choose a photo

which best reflect the kind of person they are


73/96

4. Have students bring that photo back to their seatsand think for about 10 minutes

(Learners may answer these questions:Which part of the picture seems to be related to yourcharacteristics as an individual? Why? You dont haveto be a person in the picture but can be a place or anobject item. What does that have to do with the kindof person you are, your personal experience, yourview of the world? etc.)

5. Present your reflection to a partner or the rest of the

class
http://members.shaw.ca/bftigheSEAsia/Thaipages/Thaithumbnail2.html


74/96
http://members.shaw.ca/bftigheSEAsia/Thaipages/Thaithumbnail2.htmlhttp://members.shaw.ca/bftigheSEAsia/Thaipages/Thaithumbnail2.html


75/96
http://members.shaw.ca/bftigheSEAsia/Thaipages/Thaithumbnail2.htmlhttp://members.shaw.ca/bftigheSEAsia/Thaipages/ThaiThumbnail3.html


76/96
http://members.shaw.ca/bftigheSEAsia/Thaipages/ThaiThumbnail3.htmlhttp://members.shaw.ca/bftigheSEAsia/Thaipages/ThaiThumbnail3.html


77/96


78/96


79/96
http://members.shaw.ca/bftigheSEAsia/Thaipages/ThaiThumbnail3.html


80/96
http://members.shaw.ca/bftigheTibet/index.html


81/96
http://members.shaw.ca/bftigheTibet/index.htmlhttp://members.shaw.ca/bftigheTibet/Tibetpages/Chinathumbnail.html


82/96
http://members.shaw.ca/bftigheTibet/Tibetpages/Chinathumbnail.htmlhttp://members.shaw.ca/bftigheTibet/Tibetpages/Chinathumbnail.html


83/96
http://members.shaw.ca/bftigheTibet/Tibetpages/Chinathumbnail.html


84/96
http://members.shaw.ca/bftigheSEAsia/Thaipages/ThaiThumbnail3.html


85/96
http://members.shaw.ca/bftigheSEAsia/Thaipages/ThaiThumbnail3.htmlhttp://members.shaw.ca/bftigheSEAsia/Thaipages/ThaiThumbnail3.htmlhttp://members.shaw.ca/bftigheSEAsia/Thaipages/ThaiThumbnail3.htmlhttp://members.shaw.ca/bftigheSEAsia/Thaipages/Thaithumbnail2.htmlhttp://members.shaw.ca/bftigheSEAsia/Thaipages/Thaithumbnail2.html


86/96
http://members.shaw.ca/bftigheSEAsia/Thaipages/Thaithumbnail2.htmlhttp://members.shaw.ca/bftigheSEAsia/Thaipages/ThaiThumbnail3.htmlhttp://members.shaw.ca/bftigheTibet/Tibetpages/Chinathumbnail.htmlhttp://members.shaw.ca/bftigheTibet/Tibetpages/Chinathumbnail.htmlhttp://members.shaw.ca/bftigheTibet/index.htmlhttp://members.shaw.ca/esimmer/index.htmlhttp://members.shaw.ca/bftigheSEAsia/Thaipages/ThaiThumbnail3.htmlhttp://members.shaw.ca/bftigheSEAsia/Thaipages/ThaiThumbnail3.htmlhttp://members.shaw.ca/bftigheSEAsia/Thaipages/ThaiThumbnail3.htmlhttp://members.shaw.ca/bftigheSEAsia/Thaipages/ThaiThumbnail3.htmlhttp://members.shaw.ca/bftigheSEAsia/Thaipages/Thaithumbnail2.htmlhttp://members.shaw.ca/bftigheSEAsia/Thaipages/Thaithumbnail2.html


87/96

Activity two

Thought-provoking images

1. What issues do these photos raise?

2. Think for a moment and discuss with at leastone partner

3. Present your view to the class


88/96


89/96


90/96


91/96


92/96


93/96


94/96


95/96


96/96

workshop using photographs

Documents