Images Draw You In

Images Draw You In

Understanding Goal

How do new discoveries challenge, confirm, and sometimes change our thinking?

Description
Images Draw You In builds a differentiated introduction or warm-up to draw students into a topic through an investigation question that results in a discussion connected to an understanding goal.

Differentiated Instruction
Content

• Provide students with more than one image that is connected more concretely or abstractly to the topic.
• Provide students with images that require various levels of vocabulary in a discussion.

Learning Process

• Provide students with a range of questions by using Bloom’s Taxonomy and Gardner’s Entry Points. Students might be assigned or select different questions of interest.

Student Product

Provide options for students to express their answer to the question

• Acting
• Discussing
• Drawing
• Writing

Use student grouping strategies such as

• Individual
• Partner
• Small group
• Whole class

Teaching for Understanding

Students build and reveal their understanding by articulating a connection between responses to the investigative questions and an idea central to the subject under study.

Facilitator will:

1. Place print outs of a variety of Library of Congress primary source images in sheet protectors with bibliographic information on a table or other easily accessible display area.
2. Print out a variety of questions and organize the questions into groupings of about 10.
3. Provide teachers with a copy of a description of Bloom’s Taxonomy.
4. Provide teachers with a copy of all of the questions used in the activity.
5. Post sample Understanding Goals around the room, examples include:

• How do patterns help us to understand our world?
• Do all things change?
• How do communities help people?
• What makes communication effective?
• What helps people work together?
• Why do people explore?
• Do systems come from routines and acting on what’s important?

Participants will:

Starting Position

1. Choose an image that connects to something they teach or interests them.
2. Choose one question from a group of questions that would draw students into a discussion about the subject of the picture. Participants have the option of writing their own question or adding to some of the pre-written questions.

Action

1. Use Domino to share their image and the question they chose with a small group of participants.
2. Organize the questions from the most concrete to the most abstract in a small group. There are no correct answers as questions’ complexity changes based on the image being examined.
3. Discuss how the ordering of questions relates to Bloom’s Taxonomy. Identify questions that might address particular learning styles of students, auditory, visual, kinesthetic, or tactile.
4. Discuss how this activity could be differentiated to effectively engage and challenge diverse learners (see page 4). Possible suggestions might include:

• Content: Using images that differ in complexity with the subject
• Process: Different questions with the one image
• Product: Different response options, write, discuss, draw or act out answer.

1. Discuss how participants might use this activity in their classroom. Possible suggestions might include:  a warm-up to a lesson on a new topic or an informal evaluation tool.
2. Discuss how the images represent strategies for inclusive classrooms.
3. Stand near an understanding goal that connects to the picture and question. Discuss how connecting primary sources to big ideas deepens learning.

Possible Big Ideas: Connecting questions and observations to large scale ideas helps students build a network to store and use their knowledge and skills. Here are a few possible big ideas.

 

Choose a question that would draw you into a conversation about an image.

Sample Questions for Images Draw You In Bubbles

KNOWLEDGE (remember)

• List the different shapes that you see in this picture.
• How many people do you see in this picture?
• List all the ______________ you see in this picture.
• How many ______________ do you see in this picture?
• List all the objects that start with ____________  in this picture.
• Circle all the people with ________________ in the picture.

COMPREHENSION (understand)

• What do you think this is a picture of? What makes you think that?
• What could you change in this picture that would give the picture a new idea?
• Estimate how many ______________ might be in this picture.
• Is this picture happy or sad? What makes you say that?
• Is this picture new or old? What makes you say that?

APPLICATION (apply)

• What objects could be placed into this picture that would belong?
• Give a new title to this picture. Why did you choose that title?
• Write a caption for this picture that you feel explains what this picture is about.
• Create a new picture that shows what happened right before this picture was taken.
• Turn the picture over and draw what you remember of this picture.
• What if in this picture, ________________________________?
• What chapter in your textbook would this picture belong in?

ANALYSIS (analyze)

• Where might this picture have been taken? What makes you think that?

• When do you think this picture might have been taken? What makes you think that?
• Is this picture a good example of a _______________? Why or why not?

SYNTHESIS (evaluate)

• Cover half of your picture. How does this change what the picture is about?
• Who is the most important person in this picture? What makes you say that?
• What is the most important object in this picture? What makes you say that?
• In this picture, what is the _________-est? or the most ____________? (superlative)
• Do you think this is an important picture to study? Why or why not?

EVALUATION (create)

• What might happen next in this picture? What makes you think that?
• If you could talk to one of the people in this picture, what would you say?
• List 3-5 questions you have about this picture?
• What might the people in this picture be saying?
• What might the objects in this picture be saying?
• Choose one object in this picture and list as many adjectives as you can to describe it.
• What don’t you see in this picture that you think you should see?

 

OTHER

• What would you expect to hear if you were where this picture was taken?
• What smells would you expect to smell if you were where this picture was taken?
• If this picture were in color, what colors would you expect to see?
• How could you act out the things you see in this picture?
• How does this picture make you feel? Why do you think that is?
• If you were the ______________ in this picture, how would you feel?