Photovoice Implementation Guide
Supporting Career Exploration and Transition Through Photography
Table of Contents
1. Lesson 1
1.1 Activity 1 – What is Photovoice?
1.2 Activity 2 – Using a Camera
2. Lesson 2
2.1 Activity 1 – My Work Preferences
2.2 Activity 2 – Photography Etiquette
3. Lesson 3
3.1 Activity 1 – Identifying Work Learning Styles
3.2 Activity 2 – On-Site Practice and Discussion
4. Lesson 4
4.1 Activity 1 – Finding a Good Fit
4.2 Activity 2 – Talking About Photographs
Photovoice - Lesson 1 - What is Photovoice? / Using a Camera
Instructional Targets:
Applied Studies: ENG - COMP: 2c, 2g, 3h, 4e; ENG - DOCS: 4a; HIST - PERS: 2d, 2g, 3b;
IND-Social: 1d, 1e, 2e, 2h, 2i, 3b, 3c, 4a, 4b, 4c; EMPL-AWARE: 1a, 1b, 2a, 2b, 2i, 3b, 3c, 3d,
4b; EMPL-SEEK: 2c, 3a
Differentiated Tasks:
Level 3 Learning Goals:
• Label pictures as human subject and object subject
• Describe what is happening in the photo with 1-3 words
• Label parts of the camera
• Take five pictures and view them
Level 2 Learning Goals:
• Sort pictures as human subject and object subject
• Select description words to describe sample photos
• Use word bank to match camera parts
• Take three pictures and view them
Level 1 Learning Goals:
• Match pictures as human subject and object subject from an errorless choice
• Match description words from an errorless selection
• Match camera pictures to parts on the camera
• Use visual task analysis to take one picture
Topic Connections:
Students will explore digital camera features and learn the difference between an object subject
and a human subject.
Topic Words:
Lens, Research, Screen, Focus, Human Subject, Object Subject
Transition Words:
N/A
Lesson at a Glance:
Instructional Activities:
• Differentiate between Human and Object Subject
• Identify parts of a camera
• Take a picture of a human or object subject and describe it
Materials and Resources:
• Digital Cameras (class set)
• Object and Human Subject Pictures
• Digital Camera Proficiency Checklist
• Vocabulary Strip 1 and 2
Additional Materials:
• Visual Adjectives Sheet
• Photovoice Day 1 Practice Guide
• Blank task analysis template
• Digital Camera Proficiency Checklist
Photovoice Lesson - Introduction to Photovoice
Activity #1 - What is Photovoice?
Instructional Targets:
Applied Studies: ENG - COMP: 2c, 2g, 3h, 4e; ENG - DOCS: 4a; HIST - PERS: 2d, 2g, 3b;
IND-Social: 1d, 1e, 2e, 2h, 2i, 3b, 3c, 4a, 4b, 4c
Instructional Routine:
• Introduce Photovoice project and explain that students can take pictures of objects or
human subjects
• Review learning goal: “I will differentiate between an object and a human subject”
Model:
• Use Object and Human Subject Pictures to identify subjects
• Model describing words using the Visual Adjectives Sheet
Practice:
Level 3: Independently identify subjects and describe photo with at least five words
Level 2: Identify subjects with prompts and describe with at least three words
Level 1: Identify subjects based on active response mode and describe with at least two words
Review/Extend:
• Show pictures or point out things in the environment for students to identify as human or
object subjects
Check for Understanding:
Level 3: Independently differentiate human vs object subject
Level 2: Use words/symbols to differentiate
Level 1: Select pictures to differentiate
Activity #2 - Using a Camera
Instructional Targets:
Same as above
Instructional Routine:
• Introduce camera and vocabulary strips for parts
• Review learning goal: “I will identify the parts of a camera and use them to take a good
picture of an object subject”Model:
• Show proper subject placement on screen
• Show examples and non-examples
Practice:
Level 3: Independently identify parts and take good quality picture
Level 2: Identify parts with prompts and take picture
Level 1: Identify parts using active response mode and assist with picture
Review/Extend:
• Continue practicing camera use
• Review camera vocabulary
• Use checklist or task analysis for assessment
Check for Understanding:
Level 3: Independently take a picture of an object subject
Level 2: Take a picture with prompts
Level 1: Assist with taking picture
Lesson 3 - Identifying Work Learning Styles / On-Site Practice
Instructional Targets:
Applied Studies: ENG - COMP: 2c, 2g, 3h, 4e; ENG - DOCS: 4a; HIST - PERS: 2d, 2g, 3b;
IND-Social: 1d, 1e, 2e, 2h, 2i, 3b, 3c, 4a, 4b, 4c; EMPL-AWARE: 1a, 1b, 2a, 2b, 2i, 3b, 3c, 3d,
4b; EMPL-SEEK: 2c, 3a
Differentiated Tasks:
Level 3: Match careers with preferred work environment, indicate work learning styles, take
photos independently
Level 2: Use words/pictures to match careers and learning styles, take photos
Level 1: Select items to be photographed by staff, indicate learning styles
Topic Connections:
• Identify work learning styles
• Explore career clusters and environments
• Practice on-site photography
Topic Words:
Object subject, Human subject, Consent, Work Environment Preferences, Learning Style,
Career, Career Cluster
Lesson at a Glance:
• Identify work learning styles
• Take on-site pictures of objects and humans
Materials:
• Discover Your Learning Style Video
• Work Learning Style checklist
• Career Tools Scavenger Hunt
• Discussion Prompts
• Digital Cameras, Photo Consent Script, Communication Boards
Activity 1 - Identifying Work Learning Styles
Instructional Routine:
• Ask students about preferred learning style (reading vs demonstration)
• Review learning goal: “I will identify my Work Learning Style”
• Watch video and review checklist
• Discuss connection to career clusters
Practice:
Level 3: Select learning style and share
Level 2: Use words/symbols, review with staff, share
Level 1: Use active response mode with staff support to select and share
Review/Extend:
• Discuss photos of careers and tools
• Identify learning styles needed for different jobs
• Rate job interest
Check for Understanding:
Level 3: Identify learning styles and advocate for supports
Level 2: Use words/symbols to identify learning styles and advocate
Level 1: Select pictures to identify learning styles and advocate
Activity 2 - On-site Practice & Discussion
Instructional Routine:
• Introduce photo taking steps and consent process
• Take pictures of on-site careers and return to discussPractice:
Level 3: Independently complete scavenger hunt with photos and consent
Level 2: Complete scavenger hunt with partner using 3-5 photos
Level 1: Identify items with staff/peer support and assist with photos
Review/Extend:
• Discuss photos using Communication Boards
• Answer questions: What did you photograph? What job? Tools needed?
Check for Understanding:
Level 3: Independently gain consent and take photos
Level 2: Use words/symbols to gain consent and take photos
Level 1: Select pictures or indicate response to gain consent
Lesson 4 - Finding a Good Fit / Talking about Photographs
Differentiated Tasks:
Level 3: Describe photo of career, identify good fit, indicate readiness skills, answer questions
Level 2: Use words/pictures to describe, identify fit, indicate readiness skills, answer questions
Level 1: Select photo, indicate fit, indicate readiness skills, participate in discussion
Topic Connections:
• Distinguish careers matching preferences
• Advocate for self-using work learning styles
• Practice mock interviews
Lesson at a Glance:
• Evaluate workplace readiness
• Identify career fit
Materials:
• Workplace Readiness Video
• Work Skills Rubric
• Object and Human Subject Pictures
• WBL Communication Board
• Interview Questions
• Digital Cameras, Photo Permission Script, Job Training Site Matches
Activity 1 - Finding a Good Fit
Routine:
• Discuss how to know if a job is a good fit
• Complete survey on workplace readiness
• Review Object and Human Subject Pictures with Communication Board
Practice:
Level 3: Independently identify career fit
Level 2: Use words/pictures to identify fit
Level 1: Use preferred response mode to identify fit
Check for Understanding:
Level 3: Independently identify career fit
Level 2: Use words/pictures to identify fit
Level 1: Use preferred response mode to identify fit
Activity 2 - Talking about Photographs
Routine:
• Follow steps for photo taking
• Use photos to answer questions (mock interview)
• Review WBL Communication Board
Practice:
Level 3: Independently answer questions about pictures
Level 2: Answer with partner using words/pictures
Level 1: Answer with staff/peer support using preferred response mode
Check for Understanding:
Level 3: Independently discuss pictures
Level 2: Use words/symbols to discuss pictures
Level 1: Select pictures or indicate response
ACKNOWLEDGEMENTS
We thank the following groups for their contributions to creating and implementing our
Photovoice curriculum:
• Partnership for People with Disabilities, Virginia Commonwealth University
• Supported in part by grant number 90DNCE0004-01-00, from the U.S. Administration
for Community Living
• Unique Learning System
• Everway
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