A presentation on using digital images in the classroom given by Sandra Partington of City and Islington College London, for the 4C Initiative

1. 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

2. • My name is Eunice Omowale
• I am a Key Skills Co‐ordinator (ICT)
at City and Islington College.
• eomowale@candi.ac.uk

6. Benefits
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.

7. Name:Kathryn Gordon
Role:Lecture
Course:Foundation Degree in Health Studies

8. • 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

9. • This is to
illustrate the
role of gesture
in
communication

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

11. - Introduction
An online interactive reading practice task for teaching
basic literacy
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
Franco Dognini
IT teacher to ESOL
students and to
students with
learning difficulties

12. - 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.

13. - 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.

14. The learner is then asked to
click on a button to return to the
1 Task‐slide

15. - 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.

16. - 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.

17. - Evidence
The presentation continues until
a picture has been shown for all
of the words presented.
In practice the Task‐slide,
Error‐slide and Well‐done slide
can be seen as templates to be
re‐used as needed. For example
the task could be changed to
cover a different topic with
relative ease.

18. - Evidence

19. - Evidence

20. - Evidence

21. - Evidence

22. • 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

23. 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

24. 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.

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

26. - 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)

27. - 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

28. - 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

29. - Evaluation
Images help me to
Images help me to The
Theim
remember things tthel imagesm
he e a ges
remember things ade
better intt r lessonm made
in e r s
sson
better e ttin or e
e e s in m o r e
gg
The pho
The phoos
ttosmad
m ad e
ttheless
he le o e
n mo
ssonmore
rreal
ea l re hoice
d c hoice
Goo d cos
Goo ot os
offph ot
o ph
Some comments from students in the A2 class – 30.6.05

30. Introduction to Fractions
For adult learners at level E3
Numeracy
By Gity Malek Mohammadi

31. Use of fractions
Half a pint
One third off
the price
1
2
1
3 Half price

32. Where to see fractions

33. Fraction as part of a whole
We divide the shape
into 4 parts.

34. Fraction of a whole
• How many green
square?
• What fraction is
green square?
• What fraction are
pink squares?

35. Fraction of a whole
• What fraction is green
squares?
• What fraction is green
squares in the
following shape?
• What 4/4 means?

36. 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

37. Reading fractions
• 3/5 3 out of 5
• Or three fifth
• Or 3 divide by 5
• Or as ratio 3 : 5

38. Question
In a sale 1/3 is taken off the
price of £ 90 dress.
How much is the discount?

39. Answers
• 1/3 means 90 divide by 3
• 90/3 = £30 Discount

40. Students Comments
It shows me the use of
fraction in my daily life It helped me to calculate
discount in a simple
language
The question and
answer was better to
me than a worksheet.
It was easy to understand
The shapes helped me and wasn’t long
to understand better

41. What’s changed?

43. What’s new?

46. • Modelling
• Assessment
• Multi sensory
• Experiential
• Differentiated
• Conversations
• Relating theory and practice
• Cooperative
• Embedding literacy, language and numeracy

47. • Modelling
• Assessment
• Multi sensory
• Experiential
• Differentiated
• Conversations
• Relating theory and practice
• Cooperative
• Embedding literacy, language and numeracy

52. What’s next?

53. Digital Story Telling

54. Sandra Partington
30th March 2010