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  1. 1. Work by Daniel Wininger & MilagroTognoni<br />Media Literacy<br />
  2. 2. Preface<br />Dan and I are in both classes, EDLT 528 and 573. We decided to combine both projects into one, creating a unit. This presentation will include information pertaining to the mindtool, spreadsheets, and other lessons. We felt it necessary to include all lessons because it will give you a clear understanding of how the Web 2.0 tool was implemented.<br />
  3. 3. Student Work<br />Dan is an engineer and I am a stay at home mom, neither of us were able to get into a classroom long enough to complete the entire unit. We were able to get some student examples for the mindtool portion; however, our Web 2.0 tool required more time than we had and could not gather student work. Instead, we interviewed a teacher and have included his feedback for you to view.<br />
  4. 4. Instructional Goal Statement<br />The goal of this activity is to introduce students to various modes of digital media and allow them to develop skills pertaining to digital media. Companies are looking for employees with a varied skill set in technology. Typing and editing are not enough anymore. Digital media has become a huge part of communication on the Internet, and students should be able to work these tools.<br />
  5. 5. Theoretical Framework<br /><ul><li>Technology alone won’t encourage students to achieve high level thinking and reasoning skills
  6. 6. Some tools provide better “push” toward this goal than others.
  7. 7. Lower technology applications are used more often because:
  8. 8. They are easier to use and,
  9. 9. provide more of a “picture” of the thought that is being delivered
  10. 10. Examples: video’s, slide presentations and internet publisher type pages.
  11. 11. Higher level technology requirements are not as common due to their complexity of use.
  12. 12. When students use a higher level of technology they will expand their knowledge both of the tool and the basic problem issue. </li></li></ul><li>Theoretical Framework-The Use of Spreadsheets<br /><ul><li>Spreadsheets can be an extremely powerful tool they can:
  13. 13. Combine graphing and data storage and
  14. 14. They also can do many additional data manipulations.
  15. 15. Spreadsheets are considered a high order tool and when used at their appropriate level will provide a high level mind tool that fosters expanded thinking and knowledge.
  16. 16. Spreadsheets will develop both abstract and concrete reasoning and involve students in the mathematical and data logic when used in depth to perform the desired calculations.</li></li></ul><li>Target Audience<br />Our target audience are middle school students, grades 6th – 8th. <br />We worked with 7th graders.<br />
  17. 17. National Education Technology Standards<br />Creativity and InnovationStudents demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.  Students create original works as a means of personal or group expression.<br />
  18. 18. NETS cont’d<br />Communication and CollaborationStudents use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.  Students interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.<br />
  19. 19. NETS cont’d<br />Critical Thinking, Problem Solving, and Decision MakingStudents use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.  Students plan and manage activities to develop a solution or complete a project.<br />
  20. 20. Instructional Objectives<br />Critiquethe credibility of characterization and the degree to which a plot is contrived or realistic.<br />Analyze themes and central ideas in media in relation to personal issues and experiences.<br />Identify examples of distortion and stereotypes.<br />Bloom’s Taxonomy<br />
  21. 21. Prerequisite SkillsJust for Web 2.0 tool<br />Risk taking skills<br />Collaboration skills<br />Basic computer skills<br />Presentation skills<br />Citing skills<br />Be able to fill out a graphic organizer<br />
  22. 22. Technology ResourcesJust for Web 2.0 tool<br />Internet connection<br />1 computer/laptop per group<br />Camcorder, Webcam, mobile phone, or other video recorder<br />Digital camera<br />Access to movie making site or program<br />Tripod<br />
  23. 23. Instruction Procedures<br />My principal introduced the staff to a lesson-planning technique called Teaching Around the 4MAT Cycle. It helps a teacher “design instruction for diverse learners with diverse learning styles” (McCarthy and McCarthy, 2006). This is the format we followed when we created our unit. In this presentation, we will not go in-depth for each part of the 4MAT cycle. However, if you would like more information, please visit <br />
  24. 24. Instruction Procedure4MAT Cycle<br />
  25. 25. Instruction ProceduresIntroduction<br />The Connection<br />Allow students to explore classroom for advertisements<br />Have magazines out – Parents, Brides, Men’s Health, Time, National Geographic, Travel, etc.<br />Have available computers with Internet access to search for commercials<br />Have students take online quiz (individual)<br />Sharing the Connection<br />Allow students time to discuss results of quiz with each other<br />Ask students questions about TV and Internet<br />Model how to use spreadsheet mindtool (whole class)<br />Teacher records responses on a spreadsheet<br />Make graph by period<br />
  26. 26. Assessment Procedures<br />The Connection<br />There is not a hard grade taken after these activities. Teacher is making observations and asking these questions:<br />Who did the students work well with?<br />Did the experience you created enable them to make a personal connection?<br />Were their perceptions shared honestly and enriched by this sharing?<br />Sharing the Connection<br />Continue to make observations through the discussion.<br />Teacher models how to use spreadsheet program and uses their data to make a graph.<br />Students make comments about data, no grades.<br />
  27. 27. Media Literacy Quiz<br />The quiz is interactive and self grading. It was too difficult to get a picture of the questions.<br />PBS site:<br />
  28. 28. Media & Internet Habits Questionnaire<br />These are the questions the teacher asks the entire class. These responses are recorded on the spreadsheet.<br />Read-Write-Think site:<br />
  29. 29. Instruction ProceduresMain Activity<br />Image that Connects<br />Students should create a collage of what they have experienced with previous lessons and personal past experiences (individual)<br />Information Delivery<br />Let kids surf PBS Kids site (pairs)<br />Allow students to teach class what they learned from site<br />Lecture on differences between advertising, promotion, marketing, public relations, sales using teacher created power point (whole class)<br />Watch video on advertisement (whole class)<br />
  30. 30. Assessment Procedures<br />Image that Connects<br />Student should present this collage. Could be a grade.<br />Look for:<br />Did the project help them to see the big picture, the core meaning of the content?<br />Information Delivery<br />Students could be required to take notes, those could be graded.<br />After these activities, a test or quiz could be given.<br />Look for:<br />Did they understand the material? <br />Do they know the difference between the important information versus the substantiating details?<br />
  31. 31. PBS Kids Get Media Smart<br />This is an interactive site that allows students to explore what’s in an advertisement . They can explore advertisement tricks and learn how to buy smart. <br />PBS Kids site:<br />
  32. 32. Instruction ProceduresMain Activity<br />Skills Practice<br />Students will watch 1 hour of TV and record commercials using the Record of Advertisements worksheet (individual – 1st homework)<br />Working in groups (3-4), students will compare data and put commercials into categories<br />They must decide what to name their categories as a group<br />Put data together on a spreadsheet, then create a graph<br />Students will watch 1 hour of TV and record commercials (individual – 2nd homework)<br />Working in groups (3-4), students will compare data and put commercials into categories, again<br />They must decide if old categories still work, or if new ones will be added, or change them all together<br />Put 2nd set of data on 1st spreadsheet and create a comparison graph<br />Present data graphs and share findings<br />
  33. 33. Assessment Procedures<br />Skills Practice<br />Look for:<br />Can they do it?<br />Can they do it as you taught it?<br />Students will have homework and will work in a group. It’s important for them to complete (even partially) the HW. Could be graded.<br />Now they work together to create a graph that represents the commercials found during their TV watching.<br />Use rubric to grade a completed graph. <br />If it’s complete and well done, then the spreadsheet was used correctly. <br />
  34. 34. Record of Advertisements Worksheet<br />Students will use this worksheet to keep track of all the commercials they watch during one hour of TV watching. They will do this twice, on two different nights. There is enough space to record 45 advertisements.<br />
  35. 35. Graphing Rubric<br />This is the rubric that will be used to grade student complete graphs. <br />
  36. 36. Instruction ProcedureMain Activity<br />Skills Practice cont’d<br />Together we will analyze a commercial using a graphic organizer (whole class)<br />Students work together to analyze another commercial  (pairs) using Advertisement Dissection Sheet<br />Students will be given an advertisement from magazine and asked to answer same questions (individual)<br />The Learning Used<br />Students now start working on group commercials<br />Create a story map – use graphic organizer<br />Use Web 2.0 video tool to create video<br />
  37. 37. Assessment Procedures<br />Skills Practice cont’d<br />Here are the teacher scaffolds.<br />Analyze ad together (no grade)<br />Analyze ad with partner (small grade)<br />Analyze ad individually (big grade = test/quiz)<br />The Learning Used<br />Teacher can decide if daily or weekly grades are given during the project period.<br />Story map is equivalent to a rough draft. Could be graded.<br />
  38. 38. Plot Diagram Graphic Organizer<br />Students and teacher will use this to analyze a commercial. Teacher will guide entire class through process.<br />Thinkport site:<br />
  39. 39. Advertisement Dissection and Analysis<br />Students will use this questionnaire to analyze a commercial and magazine ad. The will practice first in pairs, then do it individually. <br />Read-Write-Think site:<br />
  40. 40. Story Map Graphic Organizer<br />This is the graphic organizer that the students will use to help them map out the story to their commercial.<br />Thinkport site:<br />
  41. 41. Video Web 2.0 Tools<br />Students can use any of the following sites to help them create a video. There needs to be a clear Internet connection or none will work.<br />Here are several sites. Use the one that works best for your students and lessons.<br /><br /><br /><br /><br /><br /> - this is a great tool to use if you have access to it<br />
  42. 42. How-To Make Video<br />These are the steps to guide students in making their own video. There is also a video that gives visual instructions. Both can be given to students or put on a network so students can use them on their own accord.<br />
  43. 43. Instruction ProceduresConclusion<br />Critiquing the Work<br />After 1/3 of time, students should present group commercials<br />Peers critique it <br />After 2/3 of time, students should present again<br />Peers critique it<br />Teacher gives final comments and suggestions<br />Outcomes<br />Students finish compelling advertisement, complete and polished<br />
  44. 44. Assessment Procedures<br />Critiquing the Work<br />Students will give two peer critiques. Could be given as individual grades or averaged with final grade.<br />This will allow them to make the appropriate changes to their project, but doesn’t make the teacher be the sole editor.<br />Outcomes<br />Students present final presentation. Use rubric to grade.<br />
  45. 45. Our Advertisement Peer Critique<br />Students will use this critique their peers during two short pre-presentations. This will allow the groups to get feedback before turning a final product.<br />
  46. 46. Our Advertisement Rubric<br />This is the rubric used to grade the final product.<br />
  47. 47. Teacher Feedback<br />Was the project presented at the appropriate level?<br />Yes, the most difficult part of teaching is modifying curriculum so that it is accessible to students with learning disability. This activity allowed all students to be able to engage and participate. Modifying the expectations for certain students whose IEPs required it was the only changes really needed.<br />Was the project of a scope to include everyone in the classroom? <br />Yes, for the reasons stated above, it was inclusive and contained aspects that everyone could relate to. Advertisements are everywhere and helped to open their eyes to it.<br />
  48. 48. Teacher Feedback cont’d<br />Did the class participate as a whole?<br />Yes, all students participated. There were some whose advertisement and analysis were not in on time, or incomplete, but that is what makes effective teaching so difficult. <br />What changes could be made to make this project appropriate at a higher or lower level?<br />I think that some of the analysis could be applied using existing frameworks for analyzing issues or problems, such as Marxist, Feminist, Critical Race theory. Teaching students how to analyze using these frameworks and having them critique advertisement from this lens brings it up a notch. To make it appropriate for younger students I would imagine having them practice identifying certain things that make them think an advertisement is for an adult, male, female, youth, and make a list of them.<br />
  49. 49. Teacher Feedback cont’d<br />What additional changes would you like to see in the project in the future?<br />I think that the students could create anti-commercials or use their knowledge of this information to share with the school in a public way. <br />Was this a beneficial experience for your class?<br />Yes, my students loved this project and didn’t even realize they were learning, the mark of a well designed lesson.<br />Interview with Tomas Atencio-Pacheco <br />
  50. 50. Bibliography<br />RubiStar Home . (n.d.). RubiStar Home . Retrieved April 20, 2010, from<br />BLOOM'S TAXONOMY. (n.d.). CHASS Faculty & Staff Pages: Home. Retrieved April 20, 2010, from<br />Burns, M. (2005). Learning in the Digital Age. Educational Leadership, 63(4), 48-53. Retrieved April 19, 2010, from<br />Don't Buy It . Advertising Tricks . What's In an Ad | PBS KIDS GO!. (n.d.). PBS KIDS: Educational Games, Videos and Activities For Kids!. Retrieved April 20, 2010, from<br />
  51. 51. Bibliography cont’d<br />ISTE. (2007). National Educational Technology Standards and Performance Indicators for Students. The ISTE, 1, 1.<br />KADA Films. (n.d.). Vimeo, Video Sharing For You. Vimeo, Video Sharing For You. Retrieved April 18, 2010, from<br />McCarthy, B., & McCarthy, D. (2005). Teaching Around the 4MAT® Cycle: Designing Instruction for Diverse Learners with Diverse Learning Styles. Thousand Oaks, CA: Corwin Press.<br />
  52. 52. Bibliography cont’d<br />Media Literacy. (n.d.). PBS Teachers. Retrieved April 20, 2010, from <br />ReadWriteThink: Lesson Plan: Critical Media Literacy: Commercial Advertising. (n.d.). ReadWriteThink. Retrieved April 20, 2010, from<br />Schrum, L., & Solomon, G. (2007). Web 2.0: New Tools, New Schools. NY: Intl Society For Technology In.<br />Think Technology: Graphic Organizers. (n.d.). Thinkport. Retrieved April 20, 2010, from<br />