NAMLE Presentation
Upcoming SlideShare
Loading in...5
×

Like this? Share it with your network

Share

NAMLE Presentation

  • 713 views
Uploaded on

This is the presentation I gave on Sunday Aug. 2, 2009 at the NAMLE Conference in Detroit, Michigan. Please e-mail me if you have any questions or comments regarding it. Thank you.

This is the presentation I gave on Sunday Aug. 2, 2009 at the NAMLE Conference in Detroit, Michigan. Please e-mail me if you have any questions or comments regarding it. Thank you.

More in: Education
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
713
On Slideshare
713
From Embeds
0
Number of Embeds
0

Actions

Shares
Downloads
2
Comments
0
Likes
0

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. Chuck Hensey August 2009 Chuck Hensey: chuck.hensey@gmail.com
  • 2. Chuck Hensey: chuck.hensey@gmail.com
  • 3. Chuck Hensey: chuck.hensey@gmail.com
  • 4.
    • Students live in a media rich environment -receive hundreds of messages everyday.
    • Students spend a significant time outside of school interacting with various forms of media
    • People can be highly influenced by the types of media
    Chuck Hensey: chuck.hensey@gmail.com
  • 5.
    • Civics classes interact more with Current Events and media.
    • Over 30 states require or offer Civics at the secondary level.
    • Students should be aware of :
      • Who their elected officials are
      • Major issues of the day
    • NC Civics Competency Goal 10: The learner will develop, defend, and evaluate positions on issues regarding the personal responsibilities of citizens in the American constitutional democracy.
    Chuck Hensey: chuck.hensey@gmail.com
  • 6.
    • Media Literacy - important skill to teach about messages sent in the media
    • Students become able to better comprehend and understand these messages
    • Many states like North Carolina have standards for Media Literacy already in place.
      • NC English II Competency Goal 4: The learner will critically interpret and evaluate experiences, literature, language, and ideas.
    Chuck Hensey: chuck.hensey@gmail.com
  • 7.
    • How much news media do the students consume ?
    • Does the amount of news have an impact on their grade on the North Carolina End of Course Test (EOC) in Civics?
    Chuck Hensey: chuck.hensey@gmail.com
  • 8.
    • Students filled out a survey on their media habits including the amount of news they acquired.
    • All South Johnston Civics students in the 2008/09 school year were given the survey.
    • Survey completion rate was 87% (240 of 270)
    • The students’ raw scores on the North Carolina EOG Civics test were collected after taking the course.
    Chuck Hensey: chuck.hensey@gmail.com
  • 9.
    • Which of these media do you spend time with during the day?
    • How many hours per day do you spend with various media?
    • How much time per day do you spend engaged with Current Events or the News ?
    • What are your sources of news? ( School/ Teacher, Newspapers, Television, Internet, Radio )
    Chuck Hensey: chuck.hensey@gmail.com
  • 10.
    • Overall, the students averaged 3.94 hrs of media per day
      • Approximately 43 min. with news
    • Study participants (n=240) had an average raw score of 152.5 on State Exam (curved score of 83 )
    • Participants with less than 30 min. of news (n=78) = 148.5 ( 76 )
    • Students with more than 30 min and less than an hour per day (67) = 150.53 (80).
    • Students with more than 1hour a day (95) = 154.5 ( 86 ) .
    Chuck Hensey: chuck.hensey@gmail.com
  • 11.
    • 197 Students listed Television as a major news source
      • 132 specifically listed the local CBS affiliate as their choice
    • 127 Students cited the Internet as a major news source
    • 49 selected Newspapers as a major source
    • 105 cited the Radio
    Chuck Hensey: chuck.hensey@gmail.com
  • 12.
    • This was not a random sampling of students
    • There were only three teachers involved in the research covering one school making it hard to extrapolate the data for the county.
    • The students self-reported their media habits
    Chuck Hensey: chuck.hensey@gmail.com
  • 13.
    • A difference in Civics scores was seen between students with different media consumption.
    • Further studies are needed in other schools and districts with different demographics.
    • Follow up studies are needed to see if current events and media literacy activities positively impact students’ EOC scores.
    Chuck Hensey: chuck.hensey@gmail.com
  • 14.
    • Media literacy can potentially have a positive impact on Civics scores.
    • These activities work in a low technology environment and cost very little to do.
    • Potential “bell ringers” previewing lesson the day’s lesson
    • Media Literacy skills are taught as a process throughout the year.
    Chuck Hensey: chuck.hensey@gmail.com
  • 15.
    • Focus on how Civics is relevant to how the students live.
    • Show how an active involvement with the media makes Civics easier to comprehend!
    Chuck Hensey: chuck.hensey@gmail.com
  • 16.
    • Start students off with political cartoons and propaganda posters .
    • Initially use guided practice & lessons
    • Combine both current and historical cartoons to hone their skills
    • Sources for political cartoons: http://www.cagle.com/
    • Propaganda Posters: http://www.library.northwestern.edu/govinfo/collections/wwii-posters/
    Chuck Hensey: chuck.hensey@gmail.com
  • 17. Chuck Hensey: chuck.hensey@gmail.com Breughel: Children’s Games (1559)
  • 18.
    • http://orpheus.ucsd.edu/speccoll/dspolitic/
    Chuck Hensey: chuck.hensey@gmail.com
  • 19. http://tiny.cc/oPjOi Chuck Hensey: chuck.hensey@gmail.com
  • 20. http://tiny.cc/XWJT3 Chuck Hensey: chuck.hensey@gmail.com
  • 21.
    • This assignment will establish a regular interaction between the students and “hard news”
    • Starts a discussion about the variety and quality of different news sources
    • Students can see how the Civics content works in the world instead of just in theory
    Chuck Hensey: chuck.hensey@gmail.com
  • 22.
    • Make the assignment a regular activity so they can develop the habit of following the news
    • Be specific on what topics and sources they can use (no opinion or infotainment articles)
    • Encourage the use of international sources when looking at different topics to “step outside of our skin”
    • Have the students question if these are important stories worth reporting on
    Chuck Hensey: chuck.hensey@gmail.com
  • 23.
    • TED is an excellent source for provocative speeches and new ideas ( www.ted.com )
    • There are multiple speeches and presentations which can be used in the context of Civics , Economics , and Media Literacy
    • Most presentations are under 20 minutes and can be used at the start or end of class to either introduce or reinforce concepts
    Chuck Hensey: chuck.hensey@gmail.com
  • 24.
    • Videos can be downloaded on to most computers
    • Unlike YouTube or other online sites, many filters still allow for access to the site
    • Teachers can arrange questions for pre & post discussion activities
    • Assignment in packet deals with life in North Korea ( http://www.ted.com/talks/paul_koontz_shares_his_pix_of_north_korea.html )
    Chuck Hensey: chuck.hensey@gmail.com
  • 25.
    • Students can make larger connections between the people and concepts in Civics
    • Assignment based off Slate’s Obama’s 1 st 100 days in office
    • Provides an opportunity to look at how online identity is constructed and viewed within social networks
    Chuck Hensey: chuck.hensey@gmail.com
  • 26.
    • Who would “friend” this person or idea?
    • What types of “flair” would they have?
    • What types of groups would be interested in this person or concept.
    • Have a detailed rubric so they don’t go off topic as they create
    • Have students write out explanations for why they made these choices.
    Chuck Hensey: chuck.hensey@gmail.com
  • 27.
    • This is a familiar media environment for them!
    • Connections can be made between individuals and ideas
    • Allows for a more in-depth review of the subject matter
    • Promotes creativity and unusual results
      • Trash talking between Adam Smith and Karl Marx on the Economics page
    Chuck Hensey: chuck.hensey@gmail.com
  • 28.
    • A multidisciplinary approach to understanding political parties and elections
    • Combines both Media Literacy and Information Literacy skills
    • Lets students create their own political polls and commercials.
    • Works best if students are in parties which they do not support
    Chuck Hensey: chuck.hensey@gmail.com
  • 29.
    • Students debate the positions with teacher as moderator
    • Synthesis of the different thinking and literacy skills.
    • This project takes up a lot of time in class!
    Chuck Hensey: chuck.hensey@gmail.com
  • 30. Copies of this presentation and lesson plans are available upon request Chuck Hensey: chuck.hensey@gmail.com