Photo-Detectives: Visual clues and Evidence!
Our photographs are not meant to be looked at. We encourage students to actively explore the images, to ‘step into ‘ the life, the culture, the country of the child feature. Guided by the teacher’s questions (we provide questions, answers, fun facts, background info and curriculum tie-ins/lesson plans)  –   students are transformed into eagle-eyed ‘Photo-Detectives’, who examine each image for ‘visual clues’, a process that turns each student into an explorer, and every story into a journey that leads to different cultures, countries and core-curriculum subjects such as social studies, geography, science, math and environmental studies.

 

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Kids love paying attention
Photo-detectives always slow down; they pay attention, look closely and are extremely observant – all the skills needed to  find the visual ‘clues’ and evidence in order to find the story.

 


Finding – and Retaining –  Knowledge
Photographs often tap into knowledge that young people might already have about other places or cultures. Photographs can provide a neutral starting point, a forum in which students can begin to share, discuss, and question their ideas/assumption in a collaborative way – and in a way that makes the information stick.

 


Evidence-Based Learning
The hugely rewarding process  of discovery – of finding ‘evidence’ –  is the driving force behind science, archeology, research –  and all manner of detective work.  Photo-Detectives don’t get Fact Fatigue – they love searching for information!

 


Assumption vrs Fact
The right questions encourage young people to look carefully and critically at various parts of the photo (the clothing, gesture, background, etc.), and to analyze how the details contribute to overall image, i.e., the story.

 


Empathy and Cultural Connections
The Kids Across the World images encourage students to explore the similarities and differences  between their own lives and lives of children featured in each photograph. It’s a process that encourages young people to examine how others feel; to see the world from different perspectives; to gain an enduring sense of empathy

 

 
 
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What Educators Say

exclamation_leftThe students were like little sponges soaking up a new concept, they learned how to observe, analyze, think and create in ways they had not done before…the impact of this experience has changed the way these students learn.exclamation_right
– Lynne Tilley, 5th grade, Comanche El. School, Oklahoma

exclamation_left. . . students were still … building on knowledge learned months after the
project ended.. . . Teachers saw the (Project) as a way to extend and enrich their existing curricula. exclamation_right   – Heather Weiss, Applications Coordinator, MAGPI

exclamation_leftMs Klatchko’s (Galapagos) project allowed the students to be a part of a larger
world.exclamation_right – Patricia Miller, 6th grade teacher, Brandywine Middle School

exclamation_leftThe information was phenomenal!  So many of the issues and topics  are
already part of our curriculum. exclamation_right
– Greg Roberts, 4th grade teacher, Inglewood El School

exclamation_leftA completely different approach to geography; a more human and
humanizing way. exclamation_right   – Peggy Grady, 4th grade  teacher, Springside School

For more testimonials, click here