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Work by Daniel Wininger & MilagroTognoni,[object Object],Media Literacy,[object Object]
Preface,[object Object],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.,[object Object]
Student Work,[object Object],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.,[object Object]
Instructional Goal Statement,[object Object],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.,[object Object]
Theoretical Framework,[object Object],[object Object]
Some tools provide better “push” toward this goal than others.
Lower technology applications are used more often because:
They are easier to use and,
provide more of a “picture” of the thought that is being delivered
Examples: video’s, slide presentations and internet publisher type pages.
Higher level technology requirements are not as common due to their complexity of use.
When students use a higher level of technology they will expand their knowledge both of the tool and the basic problem issue.  ,[object Object]
Combine graphing and data storage and
They also can do many additional data manipulations.
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.
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.,[object Object]
National Education Technology Standards,[object Object],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.,[object Object]
NETS cont’d,[object Object],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.,[object Object]
NETS cont’d,[object Object],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.,[object Object]
Instructional Objectives,[object Object],Critiquethe credibility of characterization and the degree to which a plot is contrived or realistic.,[object Object],Analyze themes and central ideas in media in relation to personal issues and experiences.,[object Object],Identify examples of distortion and stereotypes.,[object Object],Bloom’s Taxonomy,[object Object]
Prerequisite SkillsJust for Web 2.0 tool,[object Object],Risk taking skills,[object Object],Collaboration skills,[object Object],Basic computer skills,[object Object],Presentation skills,[object Object],Citing skills,[object Object],Be able to fill out a graphic organizer,[object Object]
Technology ResourcesJust for Web 2.0 tool,[object Object],Internet connection,[object Object],1 computer/laptop per group,[object Object],Camcorder, Webcam, mobile phone, or other video recorder,[object Object],Digital camera,[object Object],Access to movie making site or program,[object Object],Tripod,[object Object]
Instruction Procedures,[object Object],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 www.aboutlearning.com. ,[object Object]
Instruction Procedure4MAT Cycle,[object Object]
Instruction ProceduresIntroduction,[object Object],The Connection,[object Object],Allow students to explore classroom for advertisements,[object Object],Have magazines out – Parents, Brides, Men’s Health, Time, National Geographic, Travel, etc.,[object Object],Have available computers with Internet access to search for commercials,[object Object],Have students take online quiz (individual),[object Object],Sharing the Connection,[object Object],Allow students time to discuss results of quiz with each other,[object Object],Ask students questions about TV and Internet,[object Object],Model how to use spreadsheet mindtool (whole class),[object Object],Teacher records responses on a spreadsheet,[object Object],Make graph by period,[object Object]
Assessment Procedures,[object Object],The Connection,[object Object],There is not a hard grade taken after these activities.  Teacher is making observations and asking these questions:,[object Object],Who did the students work well with?,[object Object],Did the experience you created enable them to make a personal connection?,[object Object],Were their perceptions shared honestly and enriched by this sharing?,[object Object],Sharing the Connection,[object Object],Continue to make observations through the discussion.,[object Object],Teacher models how to use spreadsheet program and uses their data to make a graph.,[object Object],Students make comments about data, no grades.,[object Object]
Media Literacy Quiz,[object Object],The quiz is interactive and self grading.  It was too difficult to get a picture of the questions.,[object Object],PBS site:  http://www.pbs.org/teachers/media_lit/quiz.html,[object Object]
Media & Internet Habits Questionnaire,[object Object],These are the questions the teacher asks the entire class.  These responses are recorded on the spreadsheet.,[object Object],Read-Write-Think site: http://198.104.156.44/lessons/lesson_view.asp?id=97,[object Object]
Instruction ProceduresMain Activity,[object Object],Image that Connects,[object Object],Students should create a collage of what they have experienced with previous lessons and personal past experiences (individual),[object Object],Information Delivery,[object Object],Let kids surf PBS Kids site (pairs),[object Object],Allow students to teach class what they learned from site,[object Object],Lecture on differences between advertising, promotion, marketing, public relations, sales using teacher created power point (whole class),[object Object],Watch video on advertisement (whole class),[object Object]
Assessment Procedures,[object Object],Image that Connects,[object Object],Student should present this collage.  Could be a grade.,[object Object],Look for:,[object Object],Did the project help them to see the big picture, the core meaning of the content?,[object Object],Information Delivery,[object Object],Students could be required to take notes, those could be graded.,[object Object],After these activities, a test or quiz could be given.,[object Object],Look for:,[object Object],Did they understand the material?	,[object Object],Do they know the difference between the important information versus the substantiating details?,[object Object]
PBS Kids  Get Media Smart,[object Object],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. ,[object Object],PBS Kids site:  http://pbskids.org/dontbuyit/advertisingtricks/whatsinanad.html,[object Object]
Instruction ProceduresMain Activity,[object Object],Skills Practice,[object Object],Students will watch 1 hour of TV and record commercials using the Record of Advertisements worksheet (individual – 1st homework),[object Object],Working in groups (3-4), students will compare data and put commercials into categories,[object Object],They must decide what to name their categories as a group,[object Object],Put data together on a spreadsheet, then create a graph,[object Object],Students will watch 1 hour of TV and record commercials (individual – 2nd homework),[object Object],Working in groups (3-4), students will compare data and put commercials into categories, again,[object Object],They must decide if old categories still work, or if new ones will be added, or change them all together,[object Object],Put 2nd set of data on 1st spreadsheet and create a comparison graph,[object Object],Present data graphs and share findings,[object Object]
Assessment Procedures,[object Object],Skills Practice,[object Object],Look for:,[object Object],Can they do it?,[object Object],Can they do it as you taught it?,[object Object],Students will have homework and will work in a group.  It’s important for them to complete (even partially) the HW.  Could be graded.,[object Object],Now they work together to create a graph that represents the commercials found during their TV watching.,[object Object],Use rubric to grade a completed graph.  ,[object Object],If it’s complete and well done, then the spreadsheet was used correctly.		,[object Object]
Record of Advertisements Worksheet,[object Object],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.,[object Object]
Graphing Rubric,[object Object],This is the rubric that will be used to grade student complete graphs. ,[object Object]
Instruction ProcedureMain Activity,[object Object],Skills Practice cont’d,[object Object],Together we will analyze a commercial using a graphic organizer (whole class),[object Object],Students work together to analyze another commercial  (pairs) using Advertisement Dissection Sheet,[object Object],Students will be given an advertisement from magazine and asked to answer same questions (individual),[object Object],The Learning Used,[object Object],Students now start working on group commercials,[object Object],Create a story map – use graphic organizer,[object Object],Use Web 2.0 video tool to create video,[object Object]
Assessment Procedures,[object Object],Skills Practice cont’d,[object Object],Here are the teacher scaffolds.,[object Object],Analyze ad together (no grade),[object Object],Analyze ad with partner (small grade),[object Object],Analyze ad individually (big grade = test/quiz),[object Object],The Learning Used,[object Object],Teacher can decide if daily or weekly grades are given during the project period.,[object Object],Story map is equivalent to a rough draft. Could be graded.,[object Object]
Plot Diagram Graphic Organizer,[object Object],Students and teacher will use this to analyze a commercial.  Teacher will guide entire class through process.,[object Object],Thinkport site: http://www.thinkport.org/technology/template.tp,[object Object]
Advertisement Dissection and Analysis,[object Object],Students will use this questionnaire to analyze a commercial and magazine ad.  The will practice first in pairs, then do it individually.  ,[object Object],Read-Write-Think site:  http://198.104.156.44/lessons/lesson_view.asp?id=97,[object Object]
Story Map Graphic Organizer,[object Object],This is the graphic organizer that the students will use to help them map out the story to their  commercial.,[object Object],Thinkport site: http://www.thinkport.org/technology/template.tp,[object Object]
Video Web 2.0 Tools,[object Object],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.,[object Object],Here are several sites.  Use the one that works best for your students and lessons.,[object Object],http://www.blip.tv/,[object Object],http://crackle.com/,[object Object],http://www.vimeo.com/,[object Object],http://www.ourmedia.org/,[object Object],http://www.dropshots.com/,[object Object],http://www.youtube.com/ - this is a great tool to use if you have access to it,[object Object]
How-To Make Video,[object Object],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.,[object Object]
Instruction ProceduresConclusion,[object Object],Critiquing the Work,[object Object],After 1/3 of time, students should present group commercials,[object Object],Peers critique it ,[object Object],After 2/3 of time, students should present again,[object Object],Peers critique it,[object Object],Teacher gives final comments and suggestions,[object Object],Outcomes,[object Object],Students finish compelling advertisement, complete and polished,[object Object]

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