Reflection: Lesson PhotoVoice Group research and PhotoVoice

Presentation
Name: Dominique Roy
Date and Time of Lesson: February 26th, 2016
Grade and Level of Students: Sec. 3 Enriched
Brief Description of Students: 30 public school students from a diverse
background, some of whom French is their second language, and English
their third.
For the past month, we have been engaged pretty heavily in various
activities learning about the different aspects of social justice. About a month
away from the end of the unit, at which time the students will be expected to
present an oral presentation of any form they would like, I have chosen to
introduce PhotoVoice. PhotoVoice is a participatory action research method
that employs photography and group dialogue as a means for marginalized
individuals to deepen their understanding of a community issue or concern.
The visual images and accompanying stories are the tools used to reach
policy and decision-makers. Understanding PhotoVoice, the students can
decide to use this method for their own interests and community movements
as well as their final project. Together as a class, we will be engaging in this
method as a way to promote discussion about sexism.
Before showing the students a PowerPoint Presentation I made up
which included my own PhotoVoice, I had them get into groups of 3 or 4,
where each person had a role whether it be the writer, researcher or
reporter. The researcher used their cellphone to look up what was
PhotoVoice, while the writer wrote down 3 points about it. When the time was
up, the reporter then told me what they had found out about this research
method. Since PhotoVoice can seem quite complicated to those unfamiliar
with the method, the students did not have that much more understanding
of what it was after this activity. I expected this outcome, but wanted them to

practice doing quick research on their cellphones, which I explained upon

conlusion of the activity. I also wanted them to engage with PhotoVoice as a
concept prior to me lecturing them. I then proceeded to show them the
PowerPoint presentation.
The class ran very smoothly. Every student was engaged throughout
the group activity and presentation. As predicted, the students were quite
confused by the findings of PhotoVoice while doing their group research.
They would often seek me out for clarification of words and concepts. For
words, I emphasized their use of the dictionaries in the front of the class or
online versions. Once the time for this portion of the class was up, I
explained to them the reason for which I had them do this research.
Timing did get away from me during the presentation. It took much
longer than expected, and so, the planned racism YouTube video I wanted to
show at the end of class did not occur. I really wanted the students to
understand the importance that PhotoVoice has had throughout the world
and for marginalized individuals and communities. I did not expect to lecture
as long as I did. My supervisor suggested that I could have cut the number of
examples I showed in the presentation, especially given that I had made up a
whole PhotoVoice example at the end which really clarified everything.
However, impressively, all the students were engaged. I did not find any one
napping. I made sure to engage them throughout by asking them questions,
to have them read portions of slides and allowing for them to ask questions.
I would do this same class layout in the future. However, I would take
into account the suggestion put forth by my supervisor to reduce the number
of slides in the presentation. I would keep the order of activities as was since
I found that having them engage with figuring out for themselves what
PhotoVoice was, worked quite well and made them accountable. I think that
this days activities were simple enough that almost any level from
secondary 1 to secondary 5 could understand and be engaged. However,
some changes may be needed depending on the character of the groups. I
would probably divide the explanation of the research method throughout

multiple classes and would begin with the example of a PhotoVoice for
groups whose English is not as strong as the groups I have had so far. This
could also better capture their attention, since theories do not necessarily
always make sense to come groups without seeing something concretely
first.
Overall, the days activity went very smoothly. I felt quite content upon
conclusion and excited throughout to share this research method to the
students. Their engagement and interest promoted my feelings of
satisfaction and enjoyment throughout the day.