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Pecha Kucha NML Convergence Learning Plan for EDUC 506

Influence of the Media on American Politics
by

Jay Spriggs

on 20 March 2014

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Transcript of Pecha Kucha NML Convergence Learning Plan for EDUC 506

NML Convergence Learning Plan for EDUC 506

Learning Accommodations
Content Literacy Skills
Resource Accommodations
Setting
Learning Objectives
Extension
Location: Perris High School,
Perris, CA

Level: 12 Grade HSS, CDE

Number of Learners: 27

Lesson Sequence
:
This lesson will be part of a cross-curricular unit in Political Science, Ethics Studies, and Multimedia.

Curriculum Unit
:

Influence of the Media on American Politics.
This lesson will take place
Week 2, Day 9, of a 4 week Unit

Lesson Duration: 45 minutes
Print and electronic type will be available at high, medium, and low reading levels.

Students with special needs will be paired with an advanced student for support with their reading.

Print and electronic type will be available in languages other than English or directions as to where non-English sources can be acquired.
Traditional literacy

Learners will read the information provided in their print and electronic resources.
Chromebook literacy
Learners will research and read information, and create a short summary.
Low tech resources
Learners will use newspaper, campaign mailers, and magazines to analyze the pros or cons of media ads.

Learners will use writing utensils to take notes and/or draft summaries after viewing media sources.
Mid tech resources
Learners will use writing utensils and word documents to take notes and/or draft summaries after viewing media sources using a combination of electronic and print resources.




• Teacher will instruct the students to go to the classroom website to submit their completed short summary to the teacher who will assess student digital and visual literacy.
• Teacher will instruct students to access the class pro/con survey created by the instructor on SurveyMonkey.com.
• Teacher will reveal survey results the following school day and moderate a class debate/discussion.
Based on Jim Harvey's speech structures
Standards
• CDE.HSS-Literacy.12.8.1 Discuss the meaning and importance of a free and responsible press.

• CDE.HSS-Literacy.12.8.2 Describe the roles of broadcast, print, and electronic media, including the Internet, as means of communication in American politics.

• CDE.HSS-Literacy.12.8.3 Explain how public officials use the media to communicate with the citizenry and to shape public opinion.

Learning Theory Applications
Cognitive Theory
Learners participate in information processing tasks to perform critical thinking that involves the evaluation of facts to make a sound judgment or conclusion (Ormrod, 2011, p. 276).

When presented with a complex issue, students may utilize a higher-level cognitive process that compels a student to actively pursue or study the topic in order to comprehend how to use the knowledge in the future (Ormrod, 2011, p. 250).
Sociocultural Theory
Learners participate in tasks that challenges them to operate within their Zone of Proximal Development (ZPD) to advance their cognitive growth (Ormrod, 2011, p. 41).

Teacher will model procedures and
assist students.
High tech resources
The teacher will use a SMART Board to demonstrate research methods, show examples from video sharing websites such as YouTube, and display student Web 2.0 project summaries in the form of PowerPoint slides. Learners will use Chromebooks to submit summaries and cast a pro or con vote on SurveyMonkey.com

New Media Literacy Skills
• Play (learners experiment with the mechanics and capabilities of the World Wide Web).

• Judgment (learners analyze and form an opinion based on the information gathered).

• Transmedia navigation (learners distinguish the value or credibility of advertisements).

• Networking (learners perform information search across various electronic outlets).

• Collective Intelligence (learners collaborate with one another and compare notes on the pros and cons before choosing an opinion and drafting a short summary).

Motivation Activity
Teacher will:

Conduct a pre-lesson survey of students who consider political media ads good or bad.
Demonstrate how to be critical in Internet, visual, media, and digital literacy.
Explain the activity detailing the requirements.
Instruct the students to use their Chromebooks to access the Internet and find political advertisements.
Display the project rubric and final product.

Output (Learner Driven) Activity
Learners will:

Work collaboratively with the group to participate in collective intelligence to debate the pros and cons of the media used in politics.
Draft a short summary with visual references that identifies how they view the media in politics and support the decision with evidence or examples.

Culmination
• Teacher will give a short verbal assessment asking the following questions:

1. What does it mean to be visually literate?
2. How does the media affect voters?
3. How do politicians use the media?
4. Why is this lesson important?
Strengths
Mitigates the
Participation Gap
for students who otherwise do not have access to new media (Jenkins, 2006, p. 12).
Improves students' media literacy by providing a platform where they can contemplate on media technology experiences and articulate the information obtained or learned (Jenkins, 2006, p. 12).
Allows learners to exercise
Judgement
to discern between reliable, creditable, and/or biased media sources (Jenkins, 2006, p. 43).
Gives opportunity for learners to conduct the cognitive process of
Comparing
different types of forms, ideology, tactics, and strategies of politicians and the media (Anderson and Krathwohl, 2001, p. 75).
Weakness
Limited class time to develop more in depth research and analysis for students.
Does not guarantee cognitive development or the ability to accurately determine what media source is reliable.
Students may form opinions based on observing peers.
References
Anderson, L., & Krathwohl, D. et al. (2000). A taxonomy for learning, teaching, and assessing: A revision of bloom's taxonomy of educational objectives. (Abridged ed.). Boston, MA: Pearson Longman.

California State Board of Education , (2000). History-social science content standards for california pubilc schools: Kindergarten through grade twelve. Retrieved from CDE Press website: http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf

Jenkins, H., Clinton, K., Purushotma, R., Robison, A., & Weigel, M. (2006). Confronting the challenges of participatory culture: Media education for the 21st century. Chicago, IL: The MacAuthur Foundation. Retrieved September 2013 from http://www.macfound.org/media/article_pdfs/JENKINS_WHITE_PAPER.PDF

Ormrod, J. (2011). Educational psychology: Developing learners. (7th ed.). Boston, MA: Pearson.

Influence of the Media on American Politics
Jesse A. Spriggs
University of Southern California
EDUC 506: New Media Literacies in High Needs Schools
March 5, 2014
Dr. Melanie Calvert
(California Department of Education)
Learning Materials
• Newspaper and magazine political ads.
• SMART Board.
• Chromebooks (issued to each student).
• Pens and pencils.
• Example PowerPoint summary template:
My opinion on the use of the media in politics...
Input (Teacher Driven) Activity
Teacher will:
Play video advertisements on the SMART board.
Hand out newspaper and magazine advertisements.
Group students into proximity groups of 4.
Ensure each student has their assigned Chromebook.
Circulate around the room to offer help to students as necessary.

By the end of the lesson, students will be able to:

Identify the different types of media used in politics.
Search and download the various political ads used by politicians during election seasons.
Decide if the media is a positive or negative asset in politics.
Understand how the media is viewed and valued among their classmates.
Full transcript