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NAMLE Presentation

NAMLE Presentation



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.



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    NAMLE Presentation NAMLE Presentation Presentation Transcript

    • Chuck Hensey August 2009 Chuck Hensey: chuck.hensey@gmail.com
    • Chuck Hensey: chuck.hensey@gmail.com
    • Chuck Hensey: chuck.hensey@gmail.com
      • 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
      • 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
      • 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
      • 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
      • 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
      • 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
      • 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
      • 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
      • 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
      • 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
      • 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
      • 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
      • 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
    • Chuck Hensey: chuck.hensey@gmail.com Breughel: Children’s Games (1559)
      • http://orpheus.ucsd.edu/speccoll/dspolitic/
      Chuck Hensey: chuck.hensey@gmail.com
    • http://tiny.cc/oPjOi Chuck Hensey: chuck.hensey@gmail.com
    • http://tiny.cc/XWJT3 Chuck Hensey: chuck.hensey@gmail.com
      • 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
      • 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
      • 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
      • 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
      • 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
      • 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
      • 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
      • 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
      • 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
    • Copies of this presentation and lesson plans are available upon request Chuck Hensey: chuck.hensey@gmail.com