For this blog post, I used the New Learning website by Mary Kalantzis and Gary Cope, as well as the LbyD website that provided several useful examples of how to structure the Learning Element. I found that Kalantzis and Cope's Placemat design helped focus my design, even though it was only one lesson, and it helped me identify the different Knowledge processes that are associated with the Learning Element.
You can find my MMP Update #2 with the most recent word document of the "Intro to Media Literacy" lesson (the student sheet) here. (Any feedback you can provide for me on the documents/discussion board would be so incredibly helpful!
LbyD Placemat!
TEACHER RESOURCE
1. Learning Focus:
- Knowledge domain: Life Science
- Curriculum: NJCCS 5.3.6.C.1; 5.3.6.C.2; 5.3.6.C.3; 5.3.8.C.1
- Unit: Biomes
- Grade: 7
- Ages: 12-13
- Modes of meaning: Written (student worksheet, see Thinkfinity link above); Spoken (group analyzation of published media); Visual (both movie and still image advertisements); Audio (listening to movie advertisements; listening to each other)
2. Knowledge Objectives:
Upon completion of this Learning Element, students will be able to:
- identify key elements of design (as outlined by Golombisky and Hagen [2010])
- associate appropriate vocabulary with the various elements of design
- assess whether various video and still image advertisements effectivel convey their messages
- apply the elements of design to multimodal presentations
- transform research information into multimodal presentations using the elements of design
3. Knowledge Process:
- Experiencing the known: In order to incorporate students' prior knowledge, the set induction to this activity will be a think-pair-share with a very open ended question: "What makes a good advertisement?" After a few minutes of paired discussion, groups will share their ideas with the class, and they will be written on the white board or a paper so that it can be referenced later in the lesson.
- Experiencing the new: Students will complete the worksheet that can be found on the Thinkfinity website. This will involve watching video advertisements and viewing still image ads, and students writing down their thoughts on whether the ad was effective or not. After viewing the ads, we will critique them as a class.
- Conceptualizing by naming: After reviewing the activities on the LbyD site, I came up with an idea for a student worksheet that involves the new elements of design vocabulary. It is a variation on the "bundling" activity, where students are given a table with a general heading, and the boxes of the table are broken down into more specific topics. I will manipulate this in a way that allows for students to fill in the new vocab from the lesson into the respective box(es). Since my goal is not to quiz the students on the meaning of the words, rather understand how these words relate to their project, this worksheet will not be a primary focal point.
- Conceptualizing with theory: This will be implemented as we learn to associate our new terms with the advertisement examples provided throughout the lesson. We will assess whether ads were effective or not, and why.
- Analyzing functionally: I think another worksheet, or perhaps an extension of the already written student worksheet, that incorporates as place for students to record "how this will apply to my multimodal presentation". The purpose of this part is for students to brainstorm and discuss how this will help them create their own presentations, how can the create an effective presentation? The purpose of the knowledge of elements of design/media literacy from a teacher persespective is two fold: 1) students will apply elements of design to their projects, 2) to introduce media literacy to an emerging group of studnets.
- Analyzing critically: Gains -> The students gain from this experience, despite its brevity, because it enhances their learning experience by incorporating multi-sensory elements to the presentations. The students also gain because they are connecting with their research in different ways, not just through the traditional means of literacy (read/write), but through Web 2.0 tools. The teacher benefits because this is a new way to facilitate learning, and it is in a new, fun, creative way.
- Applying appropriately: The teacher will demonstrate the proper way to implement these elements of design through a preview of a multimodal presentation. This will serve as a model of the 'correct way' to apply the rules of design/media literacy.
- Applying creatively: Students will demonstrate their understanding of elements of design/media literacy by researching specific information on a biome, and creating multimodal presentations. They will also transform this research information into creative poems. All the above information will be posted on an online discussion forum, and subject to peer review. Peer review serves as a tool to learn how to interact on the Read/Write Web, but also to give deeper meaning to the project.
4. Knowledge Outcomes:
Upon completion of this Learning Element, students will show that they can:
- apply elements of design/media literacy to multimodal presentation
- assess an effective and non-effective advertisement
- justify their reasoning for what makes an effective and non-effective advertisement
5. Learning Pathways:
- Using multimedia software to create a multimodal presentation
- PowerPoint, MovieMaker, Animoto, Masher
6. About this Learning Element:
- This is one lesson in a series of three that involves a week-long MMP project that aims to incorporate Web 2.0 tools in the classroom and to facilitate deeper learning, and more meaningful connections via multimodal presentations, unconventional techniques (poems in science class), and online peer reviews
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