Difference between revisions of "Joe Bradley Mini-Course"

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[[File:Joe-KNILT.jpg|thumb]]
 
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Return to:  
 
Return to:  
[[ETAP 623 Fall 2019 (Zhang)]] |
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[[ETAP 623 Spring 2020 (Zhang)]] |
 
[[Joe Bradley Portfolio Page | Joe's Portfolio Page]] [[Joe's Mini Course]]
 
[[Joe Bradley Portfolio Page | Joe's Portfolio Page]] [[Joe's Mini Course]]
  
 
== About me ==
 
 
 
 
Hello All! I am currently employed with the New York Stated Education Department for the Bureau of Comparative Education. My goal is to rise to the ranks in curriculum development and oversight department. I have a B.S. in Adolescent Education from SUNY Oswego (Go Lakers) and am currently enrolled in the Curriculum Development and Instructional Technology graduate program at SUNY Albany. I have experience as a professional trainer for the New York State Office of Children and Family Services and 4+ years in education review with the Education Department. 
 
 
I am an active guy who enjoys sports, camping, and spending time with friends and family. I am a new homeowner and also a small business owner so I can always find something to fill my time. I am a huge sports fan (Giants, Yankees, Rangers, Knicks, and NOTRE DAME) and also love me some history.
 
 
Looking forward to working in the KNILT world and learning from my new community.
 
  
 
== '''My Topic/Purpose''' ==
 
== '''My Topic/Purpose''' ==
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phone messages, books, government ads and historical documents?
 
phone messages, books, government ads and historical documents?
 
Media can be characterized as the conveying of messages through visuals, language, or sound.
 
Media can be characterized as the conveying of messages through visuals, language, or sound.
They messages are mass produced for a mass audience and are meditated by some form of
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The messages are mass produced for a mass audience and are mediated by some form of
 
technology. Producers of media messages are not in the same physical space as those who
 
technology. Producers of media messages are not in the same physical space as those who
 
receive those messages.
 
receive those messages.
The problem that this course has the intention of addressing is the lack of skills students have in
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The problem that this course will address, is the lack of skills students have in
 
being able to navigate through different types of media. In this day in age, media is everywhere,
 
being able to navigate through different types of media. In this day in age, media is everywhere,
 
and it has never been more readily accessible than it is today. When someone has the skills to be
 
and it has never been more readily accessible than it is today. When someone has the skills to be
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provide in depth answers to critical questions. Participants will need access to writing utensils,
 
provide in depth answers to critical questions. Participants will need access to writing utensils,
 
course worksheets, course documents, and the use of the internet. A printer could be an optional
 
course worksheets, course documents, and the use of the internet. A printer could be an optional
depending on participant preference. Participants will be assessed through a series of worksheets
+
depending on participant preference. Participants will be assessed through a series of self reflection questions, their media usage recorder, and their own media literacy decoding lesson plan.
and their final project, their own media literacy decoding lesson plan.
 
  
 
'''5. Exploring the Problem and Solution'''
 
'''5. Exploring the Problem and Solution'''
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'''6. Goals'''
 
'''6. Goals'''
The main goal of this mini course is for participants to gain a better understanding of the use of
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The main goal of this mini course is for participants to understand what media and media literacy education is and how it impacts their professional and personal lives. The course will teach participants to
media in historical documents, specifically during WWII. The course will teach participants to
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define media literacy, it will give them skills to analyze, critically think, and execute media literacy decoding skills by using the NAMLE key questions. By the end of this course, participants will be able to use what they have learned to create their own media literacy lesson plan that they can incorporate in to their own curriculum.
be media literate, which in turn will give them skills to analyze, critically think, and execute a
 
better understanding of the documents true purpose. By the end of this course, participants
 
should feel confident in being able to decode historical media propaganda and be able to use this
 
information in decoding other past and current media platforms.
 
 
 
== '''Analysis of the Learner and Context'''==
 
  
 
== '''Learning Outcomes''' ==
 
== '''Learning Outcomes''' ==
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At the completion of this course, participants will be able to:
 
At the completion of this course, participants will be able to:
  
-      Remember their own uses of media in a specific time frame to interpret how the use of media influences their daily lives;
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-      Recall their own uses of media in a specific time frame to interpret how the use of media influences their daily lives;
  
- Develop an understanding of the definitions of media and media literacy;
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- Define an understanding of the definitions of media and media literacy;
  
 
- Evaluate the uses of the NAMLE key questions to promote critical thinking skills;
 
- Evaluate the uses of the NAMLE key questions to promote critical thinking skills;
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== '''Task Analysis''' ==
 
== '''Task Analysis''' ==
  
Elaborate and analyze the objectives to identify more specific enabling and supporting objectives.
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'''Lesson One- Introduction: What is Media and Media Literacy'''
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1. The participant will offer their definition of media and what they think it means to be media literate;
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 +
2. The participant will watch a video about the meaning of media literacy and what constitutes media; (https://www.youtube.com/watch?v=AD7N-1Mj-DU)
 +
 
 +
3. The participant will analyze different forms of media listed in the video;
 +
 
 +
4. The participant will redefine media and media literacy using the identified definition;
 +
 
 +
5. The participant will answer self-reflection questions to reinforce understanding of media and media literacy;
 +
 
 +
6. The participant will begin to record their personal media usage on their Media Consumption Recorder.
 +
 
 +
 
 +
'''Lesson Two- Key Questions For Media Literacy Decoding'''
 +
 
 +
1. The participant will identify the importance of media literacy in education;
 +
 
 +
2. The participant will be introduced to the National Association for Media Literacy Education (NAMLE) key questions to advance their analytic skills of media sources;
 +
 
 +
3. The participant will watch a video about media literacy decoding to learn effective media decoding strategies;
 +
 
 +
4. The participant will answer self-reflection questions to reinforce understanding of the NAMLE key questions and of media decoding strategies.
 +
 +
 
 +
'''Lesson Three- How to Connect This With Your Social Studies World War II Unit'''
 +
 
 +
1. The participant will give thought to their prior knowledge of World War II and how propaganda/ yellow journalism was used;
 +
 
 +
2. The participant will watch a video that explains the integration of media usage in propaganda; (https://www.youtube.com/watch?v=oXf0F4GYzWQ starting at 6:24 till end)
 +
 
 +
3. The participant will choose a piece of media from two different options, and decode it by using the NAMLE key questions decoding strategy;
 +
 
 +
4. The participant will answer self-reflection questions on what went well during their decoding and what they think they could improve on after reviewing the instructors decoded answers.
 +
 
 +
5. The participant will review a World War II Lesson Plan targeted towards decoding media messages (propaganda) and observe how it was created.
 +
 
 +
 
 +
'''Lesson Four- Assessment: Applying What You Have Learned to Create Your Own Media Decoding Lesson'''
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 +
1. The participant will apply what they have learned to create their own media decoding lesson plan;
 +
 
 +
2. The participant will include all of the necessary components of a lesson plan.
 +
 
 +
 +
'''Lesson Five- Self-reflection'''
 +
 
 +
1. The participant will analyze their Media Consumption Recorder;
 +
 
 +
2. The participant will answer self-reflection questions;
 +
 
 +
3. The participant will apply what they reflected on towards their personal and professional lives.
  
 
== '''Curriculum Map''' ==
 
== '''Curriculum Map''' ==
  
 
Map out the sequence of learning units and activities to achieve the defined objectives.
 
Map out the sequence of learning units and activities to achieve the defined objectives.
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 +
[[File:Curriculum Map Joe 2-page-0.jpg|800px|none|alt=Example alt text]]
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 +
[[File:Curriculum Map Joe.pdf|thumb]]
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== '''Performance Objectives'''==
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* Learners will be able to explain the definition of media and media literacy education (Gagne Cognitive Verbal)
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* Learners will be able to identify the importance of media literacy education  by demonstration of the media literacy education decoding process (Gagne Cognitive Intellectual Skills)
 +
* Learners will analyze examples for decoding different types of media and apply the National Association Media Literacy Education questions to decode World War II media propaganda  (Gagne Cognitive Intellectual Skills Higher Order Rules)
 +
* Learners will create their own full-length lessons using the media literacy education decoding process (Gagne Cognitive)
 +
* Learners will reflect on how to incorporate media literacy education in their classrooms (Gagne Affective & Interpersonal Skills)
  
 
== '''References and Resources''' ==
 
== '''References and Resources''' ==
 
Scheibe, C., & Rogow, F. (2012). The teachers guide to media literacy: critical thinking in a multimedia world. Thousand Oaks: Corwin Press.
 
Scheibe, C., & Rogow, F. (2012). The teachers guide to media literacy: critical thinking in a multimedia world. Thousand Oaks: Corwin Press.

Latest revision as of 23:20, 1 May 2020

Joe-KNILT.jpg

Return to: ETAP 623 Spring 2020 (Zhang) | Joe's Portfolio Page Joe's Mini Course


My Topic/Purpose

“A definition has emerged that characterizes media literacy as a set of capabilities applied to media messages and experiences… the ability to access, analyze, evaluate, and produce communication in a variety of forms” (Scheibe & Rogow, 2012). The purpose of this course is to assist Social Studies teachers the ability to implement media literacy techniques in their classroom to help their students become skillful in analyzing, evaluating, and producing a deeper understanding of historical artifacts and propaganda that was prevalent in the United States (US) during World War II (WWII). Participants will then be able to use the skills obtained from this course to be able to “decode” media messages in their future academic studies.

Needs Assessment

1. Instructional Problem When thinking about the term media, what comes to mind? Do you think mostly TV ads, magazines, news broadcasts, or social media platforms? What about things like pre-recorded phone messages, books, government ads and historical documents? Media can be characterized as the conveying of messages through visuals, language, or sound. The messages are mass produced for a mass audience and are mediated by some form of technology. Producers of media messages are not in the same physical space as those who receive those messages. The problem that this course will address, is the lack of skills students have in being able to navigate through different types of media. In this day in age, media is everywhere, and it has never been more readily accessible than it is today. When someone has the skills to be able to decode media messages and can gain a deeper understanding of the message, they then have acquired media literacy skills. This course will be helpful in teaching media literacy education to its participants, specifically in a Social Studies context, to be able to decode WWII media propaganda so they can gain a deeper understanding of the true message and meaning behind the artifacts.

2. What is to be Learned Participants will learn how to define media and media literacy and its impacts on their daily life as well as its impact on WWII propaganda. Participants will do so by completing multiple activities that include a deeper look into their own media usage, the usage of media in the US during WWII, techniques and key questions to ask when trying to decode media platforms, and will have the ability to create their own media decoding lesson plan for a topic of their choosing.

3. The Participants This mini course is designed for middle and high school (7-12) Social Studies teachers who specifically have a focus on WWII and life on the US home front. The participants should have a good understanding of WWII and also be familiar with the propaganda of that time period.

4. Instructional Context This course can be utilized through an online format or in a classroom setting. Though some of the activities can be completed in an individual setting, it would be highly suggested to complete this mini course as a group in a in class setting to be able to facilitate group discussion and provide in depth answers to critical questions. Participants will need access to writing utensils, course worksheets, course documents, and the use of the internet. A printer could be an optional depending on participant preference. Participants will be assessed through a series of self reflection questions, their media usage recorder, and their own media literacy decoding lesson plan.

5. Exploring the Problem and Solution Participants will explore the ways media literacy plays a role in their own lives and its impact in historical artifacts/ documents. They will use their new skills of media decoding to be able to effectively analyze and create their own understanding of media propaganda during WWII. Using key questions from NAMLE, participants will be able to then create their own media literacy decoding lesson plan to be used in their own classroom. Through activities and informational content, these newly acquired skills will be transferable to other Social Studies related topics and can used in multiple content areas.

6. Goals The main goal of this mini course is for participants to understand what media and media literacy education is and how it impacts their professional and personal lives. The course will teach participants to define media literacy, it will give them skills to analyze, critically think, and execute media literacy decoding skills by using the NAMLE key questions. By the end of this course, participants will be able to use what they have learned to create their own media literacy lesson plan that they can incorporate in to their own curriculum.

Learning Outcomes

Define course-level objectives

At the completion of this course, participants will be able to:

- Recall their own uses of media in a specific time frame to interpret how the use of media influences their daily lives;

- Define an understanding of the definitions of media and media literacy;

- Evaluate the uses of the NAMLE key questions to promote critical thinking skills;

- Apply their new knowledge of media literacy to identify ways to connect media literary to WWII propaganda;

- Analyze historical documents in order to decode their true message;

- Create their own media literacy lesson plan to be used in their own classroom for their designed topic.

Task Analysis

Lesson One- Introduction: What is Media and Media Literacy

1. The participant will offer their definition of media and what they think it means to be media literate;

2. The participant will watch a video about the meaning of media literacy and what constitutes media; (https://www.youtube.com/watch?v=AD7N-1Mj-DU)

3. The participant will analyze different forms of media listed in the video;

4. The participant will redefine media and media literacy using the identified definition;

5. The participant will answer self-reflection questions to reinforce understanding of media and media literacy;

6. The participant will begin to record their personal media usage on their Media Consumption Recorder.


Lesson Two- Key Questions For Media Literacy Decoding

1. The participant will identify the importance of media literacy in education;

2. The participant will be introduced to the National Association for Media Literacy Education (NAMLE) key questions to advance their analytic skills of media sources;

3. The participant will watch a video about media literacy decoding to learn effective media decoding strategies;

4. The participant will answer self-reflection questions to reinforce understanding of the NAMLE key questions and of media decoding strategies.


Lesson Three- How to Connect This With Your Social Studies World War II Unit

1. The participant will give thought to their prior knowledge of World War II and how propaganda/ yellow journalism was used;

2. The participant will watch a video that explains the integration of media usage in propaganda; (https://www.youtube.com/watch?v=oXf0F4GYzWQ starting at 6:24 till end)

3. The participant will choose a piece of media from two different options, and decode it by using the NAMLE key questions decoding strategy;

4. The participant will answer self-reflection questions on what went well during their decoding and what they think they could improve on after reviewing the instructors decoded answers.

5. The participant will review a World War II Lesson Plan targeted towards decoding media messages (propaganda) and observe how it was created.


Lesson Four- Assessment: Applying What You Have Learned to Create Your Own Media Decoding Lesson

1. The participant will apply what they have learned to create their own media decoding lesson plan;

2. The participant will include all of the necessary components of a lesson plan.


Lesson Five- Self-reflection

1. The participant will analyze their Media Consumption Recorder;

2. The participant will answer self-reflection questions;

3. The participant will apply what they reflected on towards their personal and professional lives.

Curriculum Map

Map out the sequence of learning units and activities to achieve the defined objectives.

Example alt text

File:Curriculum Map Joe.pdf

Performance Objectives

  • Learners will be able to explain the definition of media and media literacy education (Gagne Cognitive Verbal)
  • Learners will be able to identify the importance of media literacy education by demonstration of the media literacy education decoding process (Gagne Cognitive Intellectual Skills)
  • Learners will analyze examples for decoding different types of media and apply the National Association Media Literacy Education questions to decode World War II media propaganda (Gagne Cognitive Intellectual Skills Higher Order Rules)
  • Learners will create their own full-length lessons using the media literacy education decoding process (Gagne Cognitive)
  • Learners will reflect on how to incorporate media literacy education in their classrooms (Gagne Affective & Interpersonal Skills)

References and Resources

Scheibe, C., & Rogow, F. (2012). The teachers guide to media literacy: critical thinking in a multimedia world. Thousand Oaks: Corwin Press.