EDUC 616 CURRICULUM DESIGN AND INSTRUCTION

1. EDUC 616 CURRICULUM DESIGN AND INSTRUCTION Week 6

2. MEDIA LITERACY • Unless otherwise cited the content from this section is referenced from: • Hayes Jacobs, H. (2010). Curriculum 21 Essential Education for a Changing World. Alexandria: ASCD. Benedictine University

3. Digital Disconnect • Digital disconnect refers to the research supporting the fact that K-12 students demonstrate media proficiency that their teachers do notpossess! • ‘Digital Natives’ is a term used to describe individuals who were born in the age of technology • Most teachers are not ‘digital natives’ thereby resulting in ‘digital disconnect’ Benedictine University

4. Digital Native Skills Digital Natives demonstrate literacy in one or more of the following: • Upload, download, and remix music, photos, videos and movies • Text and instant message using mobile phones and other handheld devices • Connect and communicate via social networking and websites • Operate digital still and video cameras • Edit and post online videos • Create blogs, podcasts, video games, digital productions, and graphic novels • Participate in virtual reality games and forums Benedictine University

5. MEDIA HISTORY • Unless otherwise cited the content from this section is referenced from: • Hayes Jacobs, H. (2010). Curriculum 21 Essential Education for a Changing World. Alexandria: ASCD. Benedictine University

6. A Brief History of Media Literacy • - 1960 – T.V. is used as a learning tool in classrooms • 1970-80 – PBS introduces shows such as Sesame Street and Mr. Rogers’ Neighborhood to teach pre-schoolers • 1970- NCTE issues a statement encouraging teachers to use ‘non-print’ texts in instruction • 1990- Partnership for Media Education became the Alliance for a Media Literate America – designed to raise awareness of media literacy in U.S. schools • 1993- New Mexico literacy project becomes the first statewide initiative to take media literacy education to both teachers and students Benedictine University

7. Five Core Concepts of Media Literacy The Center for Media Literacy (www.medialit.org) suggests five core concepts of media literacy: • All media messages are constructed • Media messages are constructed using a creative language with its own rules • Different people experience the same media message differently • Media have imbedded values and points of view • Most media messages are organized to gain profit and/or power Benedictine University

8. MEDIA LITERACY What Does It Mean? • Unless otherwise cited the content from this section is referenced from: • Hayes Jacobs, H. (2010). Curriculum 21 Essential Education for a Changing World. Alexandria: ASCD. Benedictine University

9. Definitions of ‘Media Literacy’ • Media Literacy is a way to teach young people the rules regarding proper behavior on the internet • Media Literacy is searching for and locating accurate, reliable information on the internet • Media Literacy is analysis of media messages and the creation of media productions • Media Literacy is the development of an informed and critical understanding of the nature of mass media, the techniques used by them, and the impact of these techniques • Media Literacy is the skillful application of literacy skills to media and technology messages • Media Literacy is both the analysis of and the creation of media products Benedictine University

10. Media Rules • All media messages are constructed using a creative language with its own rules • Students need to consider: • Who is the author of the media message? • Is the author a reliable source? • Is their message backed by credible research? • Why was it created? • To relay information in an expository format • To offer differing opinions • For personal gain, etc. Benedictine University

11. Benefits of Media Literacy On Student Learning: • Research indicates that incorporating lessons on media literacy into the classroom can HELP: • Reduce potentially harmful effects on young viewers of T.V. violence • At-risk youth make more responsible decisions • Enhance self-esteem and reduce adolescent eating disorders and steroid use • Reduce the use of alcohol, tobacco and drugs Hayes Jacobs, H. (2010). Curriculum 21 Essential Education for a Changing World. Alexandria: ASCD. Benedictine University

12. Benefits of Media Literacy On Educators: • Education in media literacy can HELP: • Educators meet state teaching standards • Allow teachers to bring youth-media culture into the classroom and engage youth in discussions • Teach inquiry based learning • Foster cooperative learning • Connect the curriculum of the classroom to the home • Foster interdisciplinary instruction Benedictine University

13. Different Media Messages Different People Experience the Same Media Message Differently: How do these questions impact a message? • Who is the target audience? • Is the message designed to reach others besides the target audience? • How does the message get the attention of its intended target audience? • How might different people understand the message differently? • How could different interpretations of a media message cause problems? Benedictine University

14. Values and Points of View Media imbeds values and ‘points of view’ into all messages • Students must be taught to critically examine the values and determine the points of view of media in order to evaluate the source Reflective questions to help filter the message are: • What values, lifestyles, and/or points of view are included or excluded and why? • What degree of bias exists? • Where can I find more information, different perspectives or verify the information? • What can I do with this information? Benedictine University

15. DIGITAL PORTFOLIOS AND CURRICULUM MAPS Hayes Jacobs, H. (2010). Curriculum 21 Essential Education for a Changing World. Alexandria: ASCD. [Chapter 9] Benedictine University

16. What is a Digital Portfolio? • A ‘digital portfolio’ is a multimedia collection of student work that provides evidence of a student’s skills and knowledge • They represent a powerful way to collect student work • Digital portfolios can: • Show that a student has met standards • Show a student’s growth as an individual learner Benedictine University

17. Essential Questions: Digital Portfolio According to the Coalition of Essential Schools there are several essential questions that should govern the use of digital portfolios: • Vision: What should a student know and be able to do? • Purpose: Why do we collect student work? • Audience: What audiences are important to us? • Assessment: How can students demonstrate the school vision? How do we know what is good? • Technology: What hardware, software, and networking will we need? Who will support the system? • Logistics: When will information be digitalized? Who will do it? • Culture: Is the school used to discussing student work? Benedictine University

18. Components of an Effective Digital Portfolio For optimal effectiveness, a digital portfolio should: • Contain a table of contents clearly defining the expectations of the state and the school district regarding student growth and performance • Be content based as well as interdisciplinary ie. Portfolios should also address universal concepts such as problem solving, communication and research techniques • Include student reflection and/or self-evaluation • Include an action plan mutually agreed upon by both teacher and student to address areas of improvement and set goals that will be assessed on the student’s next entry Benedictine University

19. Optimal Use of Digital Portfolios For Students: In using digital portfolios to assess student growth and set goals for future performance assessments, the following benefits are realized: • Students are able to set short-term goals to realize long-term goals (graduation; higher ACT/SAT scores; career choices) • Overall student performance improves by allowing students to engage in purposeful feedback Benedictine University

20. Optimal Use of Digital Portfolios For Instructor: By implementing digital portfolios to assess student growth teachers: • Can clearly assess areas of strength and weakness in the curriculum • Provide documentation of alignment of curriculum to state standards • Are challenged to reexamine the quality of methods and assessments and change them accordingly • Provide an ongoing dialogue between stakeholders in the educational process • Can use online rubrics to assess student work and, thereby, improve their own media literacy Benedictine University

21. The Feedback Loop: How Does it Work? STEP 1: The teacher creates a curriculum map outlining content, skills and assessments STEP 2: Student is assessed on content and skills STEP 3: Student responds to the assessment (reflects) and enters it into his/her digital portfolio STEP 4: Teacher analyzes the results of the assessment and student feedback and makes revisions to the map Benedictine University

22. Curriculum Mapping and The Feedback Loop “The data in the curriculum maps, when taken into account with assessment data, can be the basis for informed decisions to improve student learning.” – Kallick and Colosimo (2009) – Jacobs, p. 161 • Data should be both quantitative and qualitative (dialogue with students and teacher observations) • Data should be used as a valuable tool for differentiation: • What areas need more attention? • How can the instruction/assessments be differentiated to meet student needs? Benedictine University

23. The Value of Combining Curriculum Maps with Digital Portfolios • Provide students with an electronic copy of the curriculum map • Prior to teaching the unit, assess student’s comfort with the essential questions and skills as defined on the curriculum map (see suggested method of gathering this information in text, p. 163) • Teacher plans accordingly after assessing student prior knowledge of the unit • Students reflect, at the end of the unit, on their education journey and end result Benedictine University

24. The Value of Combining Curriculum Maps with Digital Portfolios [Cont.] • Students and teachers dialogue and determine which student work best documents the objectives of the map and student growth • Students document their journey in their digital portfolio • Students create a narrative to describe what the work represents • Students are afforded the opportunity to present their work to an audience of peers, parents and teachers Benedictine University

25. Vertical and Horizontal Scaffolding of Media Literacy Let us look at all maps with the focus on media literacy: • Keep in mind that, like all good instruction, media literacy needs to be progressive • That is, as the child moves from grade to grade, media literacy must take on a degree of sophistication commensurate with the child’s cognitive growth • This means that a student should not be solely instructed/limited to one media medium to demonstrate meeting content and/or literacy objectives – going beyond PowerPoint to blogs, Photo-stories, web quest, etc. • Do the maps address a level of sophistication of media literacy? Benedictine University