As of September 30, 2005, the North Central Regional Technology in Education Consortium is no longer in operation.
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This unit is developed around the principle that teachers can show students how to read nonprint material in order to gain an understanding of the content and a sense of the process needed to comprehend data implicit in pictures. Two examples will be shown in this unit. These lessons will not be the final word in how to design viewing guides for pictures. They are only examples of what you can do to help increase students' comprehension. One example will show a viewing guide using declarative statements to help students understand a Civil War battle scene. This lesson is intended to be taught in a high school U.S. history class. The other viewing guide will use words to show how students can gain an understanding of a principle of physics by viewing a scene of a rollercoaster. This lesson is intended to be used in a middle school science class.
It is important to remember that the content knowledge should drive the selection of the pictures. In developing the viewing guide, you must first decide what information you want your students to acquire from viewing the picture. In the Civil War lesson, the content knowledge ("Understand the Course and Character of the Civil War and Its Effects on the American People" (McREL, 1996)) became the driving concept behind the viewing guide. The declarative statements that were used to help students gather information from the Civil War scene were developed for the purpose of attaining the content knowledge.
In the second lesson, the content knowledge is based on "Understanding Motion and the Principles That Explain It" (McREL, 1996).
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