Training of trainers – NFL and interactive methods in Youth work – ACHIEVE

Lesson 34 – Training aids: Visuals – text

text lesson

Seven Ways to Use Visuals as Teaching Tools

A visual image in the hand of an artist is merely a tool to trigger a mental image.
Roy H. Williams

Visuals can be a very powerful teaching tool. Teachers can use visuals to strategically engage, inspire and educate their students to create a very fun and exciting experience.

If you don’t have the technology such as a digital projector or a document camera, printing pictures and handing them to students can be just as effective.  Sometimes I print a collection of pictures, put them in an envelope, and give them to students to organize into categories of their choice.  This teaching strategy encourages the students to use higher level thinking such as synthesis, evaluation, and justification in (see Taxonomy of educational objectives) order to sort the pictures into specific groups.

My point is, there are lots of different ideas to integrate visuals into your instruction.  Below are some of my favourite ways that I use visuals in my classroom:

  1. to tell a story of a particular person or event
  2. to spark a conversation
  3. to stimulate inquiry
  4. to reach visual learners
  5. to reach struggling readers
  6. as an assessment
  7. for higher level thinking such as analysis, synthesis, and evaluation

I am going to provide you with an example of how I use visuals in my classroom.  I am going to be modelling the teaching strategy, Picture-Based Learning, using a teacher guide provided by the Library of Congress. Picture-Based Learning is great for stimulating inquiry.  I would display this picture to my students and have them observe, reflect, question and investigate the visual in their groups.


The text below is provided by the Teacher’s Guide: Analyzing Primary Sources
Library of Congress:

Observe: Have students identify and note details

  • What do you notice first?
  • Find something small but interesting
  • What do you notice that you didn’t expect?
  • What do you notice that you can’t explain?
  • What do you notice now that you didn’t earlier?

Reflect: Encourage students to generate and test hypotheses about the source.

  • Where do you think this came from?
  • Why do you think somebody made this?
  • What do you think was happening when this was made?
  • Who do you think was the audience for this item?
  • What tool was used to create this?
  • Why do you think this item is important?
  • If someone made this today, what would be different?
  • What can you learn from examining this?

Question: Have students ask questions to lead to more observations and reflections.

  • What do you wonder about …
  • Who?
  • What?
  • When?
  • Where?
  • Why?
  • How?

Source (adapted from): Autor – Bradley Lands ; The Landscape of learning –


The training program “Training of Trainers” is an educational product that is currently missing in the partner countries – Bulgaria, Cyprus and Romania. Due to the early stage of development of the youth sector and youth work in these countries the educational materials aimed at non-formal learning are still limited and insufficient. The lack of adequate educational framework for training of youth workers in the field of formal education leads to inefficient use of the capacity of professionals.

This course fills a gap in the youth sector, namely the need of methodologies for the preparation of trainers, who are able to train youth workers. This course will set the basis for the preparation of teams of trainers of youth workers. The course will serve the goal of development of youth work in the participating countries and other interested parties. A large number of youth workers can be trained according to the methodology at national and international level to use and promote non-formal learning as a tool to enhance the realization of young people in the labor market and increase their social cohesion.

0.00 average based on 0 ratings

5 Star
4 Star
3 Star
2 Star
1 Star