Here is the link to my Global Studies Lesson.
Here is the link to my Reflection on the Culminating Experience.
Tuesday, July 21, 2009
Saturday, July 18, 2009
Reflective Journal #3: Being a Productive Member of a PLC
Our Trip to the Eaton Centre
Reflective Journal Entry #3
Being a Productive Member of a PLC
According to the Ontario College of Teachers’ Foundations of Professional Practice document: “Members promote and participate in the creation of collaborative, safe and supportive learning communities.”
Before I begin reflecting on our trip to the Eaton Centre and the work within my PLC, I would like to comment on the value of looking at some of these documents created by the OCT. While a lot of what is said in the “Foundations of Professional Practice” may seem obvious to most teachers, it is a good idea to have these “foundations” in writing and clearly stated for all to see. This course, and other AQ courses, gives teachers the opportunity to look at these and other OCT documents and self-evaluate where he/she stands with regards to these standards. We evaluate students all the time; it is healthy to evaluate ourselves from time to time as well. Being a member of a PLC is fairly new for most Ontario teachers; therefore, we should reflect on our participation and production in these communities.
One of our first tasks before even planning the focus of the trip was to discuss the behaviour expectations of PLC members in general. The discussion revolved around the article “Professional Learning Communities: Purpose, Promises, and Practices”. While most of us agreed that the comment “find work elsewhere” in the article was problematic, a number of teachers did comment that they would not want to work with certain members of their current staff. I found this unfortunate. While I do not get along with all members of the staff at my school, I would willingly work with them on any PLC. Let’s not forget that the first letter in PLC is for “professional” not “personal”.
I was very fortunate to have worked with two creative and friendly colleagues on the Eaton Centre field trip. Both Susann and Nichola are very artistic and creative, which are two attributes I lack. What I do feel I contributed to the group was my organizational skills and task oriented personality. I like to think that I kept the group focused and on task when necessary. Being the oldest in the group and perhaps the most cynical of the three I also kept the group grounded and the task realistic. What I lacked in creativity I made up for in helping the group “keep their eyes on the prize”.
In conclusion, all teachers have something to contribute to a Professional Learning Community. The trick is to find that role for everyone and to make them feel they are a supported and respected member of a productive PLC.
Tuesday, July 14, 2009
Reflective Journal #2: Using Comic Life!
Using Available Computer Technology and Programs
Learning to Use Comic Life!
As a computer teacher I have been doing technology PD for over a decade; however, as a media teacher it is only recently that I have been making the connection between the software as a means of media text production and the theory associated with media literacy. Last summer I took Slyvie Webb's 3 day summer workshop on Media Literay but I realized that what I was learning was only the tip of the iceburg. To be a more critical view of media text I would have to learn more of the theory behind the production.
This AQ, Media Literacy Part One, is an excellent start. I'm getting great ideas for activities and projects I can do next year, while I'm also learning more theory and being directed to some excellent resources. Some of the ideas include: having the students "read" me, my classroom, and open spaces as media text; applying the 5 Key Concepts and Media Triangle to various media text; creating a Storyboard; sorting various media text into categories, working with video techniques and video editting; working with images and creating visual representations; and analysing and creating comics and graphic novels.
In this reflection I will focus on the last activity, using Comic Life, because the software is new to me and required me to seek professional development and written resources. During the past school year I was fortunate to atend the ECOO (Educational Computing Organization of Ontario)Conference and signed up for a workshop on ComicLife. During this workshop, I learned a great deal about the program and was introduced to an excellent resource entitled, Comic Life for Educators (FTC Publishing).
During the Media Literacy Part One AQ course, I have also been exposed to some great ideas and resources relating to comics in general. One of our instructors told us about a book entitled Understanding Comics by Scott McCloud. Also, one of my collegues in the class told us about a website related to comics entitled Wally Wood's 22 Panels That Always Work. I have already ordered the book and have been visiting the website to learn more about comics. In order to teach how to use Comic Life, I have created two comics to teach students about Comic Life. How is that for teaching about Comic Life by going through Comic Life?
Below is a worksheet I would give students to help them with the basics. I would ask them to make a comic about whatever they wanted. They would need to include: LETTERING, TEXT BOX, SPEECH BUBBLES, CLIP ART, AND IMAGES.
Once they have mastered the basic skills, I would use the worksheet below to show them more complex skills (i.e. ADDING A BACKGROUND, MANIPULATING A PHOTO OR CLIP ART, and ADDING AN IMAGE TO A BACKGROUND).
Learning to Use Comic Life!
According to the Professional Learning Framework for the Teaching Profession:
Opportunities for professional growth and development might include but are not limited to:
Technology and Learning
Members of the Ontario College of Teachers may choose to:
• increase their competency in computer, telecommunication, videoconferencing, CD-ROM and videodisc technology
• integrate technology into teaching practice
• enrol in a distance education program.
As a computer teacher I have been doing technology PD for over a decade; however, as a media teacher it is only recently that I have been making the connection between the software as a means of media text production and the theory associated with media literacy. Last summer I took Slyvie Webb's 3 day summer workshop on Media Literay but I realized that what I was learning was only the tip of the iceburg. To be a more critical view of media text I would have to learn more of the theory behind the production.
This AQ, Media Literacy Part One, is an excellent start. I'm getting great ideas for activities and projects I can do next year, while I'm also learning more theory and being directed to some excellent resources. Some of the ideas include: having the students "read" me, my classroom, and open spaces as media text; applying the 5 Key Concepts and Media Triangle to various media text; creating a Storyboard; sorting various media text into categories, working with video techniques and video editting; working with images and creating visual representations; and analysing and creating comics and graphic novels.
In this reflection I will focus on the last activity, using Comic Life, because the software is new to me and required me to seek professional development and written resources. During the past school year I was fortunate to atend the ECOO (Educational Computing Organization of Ontario)Conference and signed up for a workshop on ComicLife. During this workshop, I learned a great deal about the program and was introduced to an excellent resource entitled, Comic Life for Educators (FTC Publishing).
During the Media Literacy Part One AQ course, I have also been exposed to some great ideas and resources relating to comics in general. One of our instructors told us about a book entitled Understanding Comics by Scott McCloud. Also, one of my collegues in the class told us about a website related to comics entitled Wally Wood's 22 Panels That Always Work. I have already ordered the book and have been visiting the website to learn more about comics. In order to teach how to use Comic Life, I have created two comics to teach students about Comic Life. How is that for teaching about Comic Life by going through Comic Life?
Below is a worksheet I would give students to help them with the basics. I would ask them to make a comic about whatever they wanted. They would need to include: LETTERING, TEXT BOX, SPEECH BUBBLES, CLIP ART, AND IMAGES.
Once they have mastered the basic skills, I would use the worksheet below to show them more complex skills (i.e. ADDING A BACKGROUND, MANIPULATING A PHOTO OR CLIP ART, and ADDING AN IMAGE TO A BACKGROUND).
Sunday, July 12, 2009
The Movie Lesson Plan
Transformers: Revenge of the Fallen
THE IMAX EXPERIENCE (PG)
THE IMAX EXPERIENCE (PG)
The Theatre Experience:
I went to see the Transformers movie with my son and older brother this weekend. To prepare for it we first had to rent the first Transformers on DVD so that we would be up to speed with the characters and storyline. My brother is a huge movie nut, my son and I not so much; he insisted we see the movie in IMAX (a bigger screen, bigger sound, and bigger price of course). We tried to see it a few days before but it was sold out 20 minutes before the movie began. We were told to come at least one hour before the start of the movie to guarantee we got tickets and a good seat. We returned the next day one and a half hour before the start of the film and waited in line. This built up our anticipation and excitement waiting in line with like-minded “transformer” fans. It felt like a community. Having the movie available in IMAX also made seeing this high action film in the theatre much more of a “theatre experience”. Sometimes when I go to see a feel-good movie or a comedy, I come out thinking I could have seen this on DVD at home and saved a ton of money. The IMAX EXPERIENCE was perfect for this movie and made it worth the extra money. Speaking of extra money, we just had to buy the Transformers Combo at the concession stand with more popcorn, coke and candy than we really needed.
The Lesson Plan:
Audience: Grade 8 Media Literacy
Rationale: Students will go and watch Transformers: Revenge of the Fallen with the lens of the commercialization of Hollywood movies. We will have studied the concept of Product Placement and discussed the three ways in which products are integrated into the movies we watch today (Cross Promotions, Merchandising, and Tie-Ins). All three are explained with examples in an excellent documentary "Behind the Screens: Hollywood goes Hypercommercial”. After the movie, students will create new “movie posters”
Curriculum Expectations:
Overall Expectations
demonstrate an understanding of a variety of media texts;
create a variety of media texts for different purposes and audiences, using appropriate forms, conventions and techniques;
Specific Expectations
1.1 explain how a variety of media texts address their intended purpose and audience
1.6 identify who produces various media texts and determine the commercial interests that the text may involve
3.4 produce a variety of media texts of some technical complexity for specific purpose and audiences, using appropriate forms, conventions, and techniques
Before – Activation:
Before going to see the movie, students will complete two tasks. First they need to understand the concept of Product Placement by watching parts of a documentary “Behind the Screens: Hollywood goes Hypercommercial”. Next, students will be asked to bring in DVD’s of favourite movies which have products deliberately placed into the movie. For example, “Wayne’s World” does an excellent job of mocking product placement while placing products in the movie at the same time.
During – Processing:
During the movie, students will be asked to watch the movie and make notes of any commercial products that have been placed deliberately into the movie. Because this movie is about robots that transform into mostly cars, most of the product placement involves North American car companies (for example, Chevrolet, Chevrolet Camaro, Corvette, Ford, GMC, Harley-Davidson, Hummer, and Pontiac). Here are some other examples of products I found in Transformers Revenge of the Fallen: Adidas, Air France, Apple, Audi, Budweiser, CNN, Mountain Dew, Nike, Nintendo Game Boy, OnStar, Southwest Airlines, Sprint, and U-Haul.
Here is a Media Bite that looks at GM product placement in the movie:
After-Consolidation:
After the movie, students will be asked to create a movie poster (this is their Performance Task) which illustrates a number of the products that were placed into the movie. Students will use Photoshop Elements to create this poster from an original Transformer movie poster. The teacher will have to demonstrate how to add other images into the original poster image.
Instructional Strategies:
Mini Lecture, view documentary, view movie clips, field trip, discussion, brainstorming, demonstration, performance task, and presentation
Assessment and Evaluation:
Assessment for learning: ask students what they already know about product placement in movies? Brainstorm some possible examples.
Assessment as learning: have students practice manipulating photos using Photoshop Elements. This will not be part of their final grade but a chance to learn the software.
Assessment of learning: the movie poster (media product) will be evaluated using a rubric. Students will illustrate their understanding of product placement and their technical skills. They will also be asked to include a reflective journal entry about the process and their learning.
Below is an example of a rubric:
Materials:
- documentary “Behind the Screens: Hollywood goes Hypercommercial”
- videos such as “Wayne’s World” which illustrate Product Placement
- Photoshop Elements (software) and Internet Explorer (software)
- computer
Below is an example of a Product Placement Movie Poster created by a student:
Literature Review: Media Education
Media Education by David Buckingham
Chapter 1 Why Teach the Media?
In chapter one, David Buckingham defines “media” and “media education”, explains why media education is important, and gives a brief history of media education in England. According to Buckingham, media “provide channels through which representations and images of the world can be communicated indirectly. The media intervene: they provide us with selective versions of the world, rather than direct access to it” (pg 3). This definition supports Key Concept #1 All media are constructions. Media is not reality but an interpretation of reality. He defines media education as “the process of teaching and learning about media”, it “aims to develop both critical understanding and active participation” (pg 4). Here he clarifies the idea of teaching through media versus teaching about media. Teaching through media is merely the use of media such as a DVD about Confederation for a history class; whereas, teaching about media uses the Five Key Concepts and the Media Triangle to deconstruct a media text and gain a deeper understanding of it. He goes on to explain the importance of media education and gives a brief history of media education in the UK. While I found the first chapter interesting and informative (especially the definitions), little of the information would be very helpful or applicable in my middle school media classroom. Chapter 11 Digital Literacies, on the other hand, had much more practical information and advice for someone like me who uses more digital technologies in my computer lab/classroom.
Chapter 11 Digital Literacies
Chapter eleven is much more relevant to me as a media literacy teacher in a computer lab. In this chapter Buckingham discusses the importance of these new digital technologies (for example, video games, web sites, simple animation, chat rooms, audio, digital image manipulation, and video editing) to motivate students in the classroom. While he is concerned with the “digital divide” and the fact that “middle-class children have significant advantages” (pg 181); he mostly focuses on the power of multimedia production. He says that if we do not start using digital technologies at school, the way students do at home, what will occur is “a widening gulf between the styles of learning that are cultivated by formal schooling and those that characterize children’s out-of-school experiences” (pg 176). At home children learn through exploration not explicit teaching, which is what is mostly used at school. I was encouraged by this argument because in my computer lab I often give students long periods of time to “explore” new software and simply “play” with it. Finally, and most importantly, Buckingham argues that “digital literacy must involve creative production in new media as well as critical consumption” (pg 177). Children will gain greater understanding by using digital technology to produce multimedia text. This occurs a great deal in my classroom where students learn about media by creating various digital productions (for example, a comic using Comic Life, a poster or an animation using Photoshop, and a video using Moviemaker). Once again in this chapter, Buckingham makes the distinction between education through media and education about media (pg 179). Finally, I found this chapter much more applicable to me as a computer teacher who teaches media literacy. It was encouraging to read that a great deal of what I am doing with my students is relevant and motivates my students.
Chapter 1 Why Teach the Media?
In chapter one, David Buckingham defines “media” and “media education”, explains why media education is important, and gives a brief history of media education in England. According to Buckingham, media “provide channels through which representations and images of the world can be communicated indirectly. The media intervene: they provide us with selective versions of the world, rather than direct access to it” (pg 3). This definition supports Key Concept #1 All media are constructions. Media is not reality but an interpretation of reality. He defines media education as “the process of teaching and learning about media”, it “aims to develop both critical understanding and active participation” (pg 4). Here he clarifies the idea of teaching through media versus teaching about media. Teaching through media is merely the use of media such as a DVD about Confederation for a history class; whereas, teaching about media uses the Five Key Concepts and the Media Triangle to deconstruct a media text and gain a deeper understanding of it. He goes on to explain the importance of media education and gives a brief history of media education in the UK. While I found the first chapter interesting and informative (especially the definitions), little of the information would be very helpful or applicable in my middle school media classroom. Chapter 11 Digital Literacies, on the other hand, had much more practical information and advice for someone like me who uses more digital technologies in my computer lab/classroom.
Chapter 11 Digital Literacies
Chapter eleven is much more relevant to me as a media literacy teacher in a computer lab. In this chapter Buckingham discusses the importance of these new digital technologies (for example, video games, web sites, simple animation, chat rooms, audio, digital image manipulation, and video editing) to motivate students in the classroom. While he is concerned with the “digital divide” and the fact that “middle-class children have significant advantages” (pg 181); he mostly focuses on the power of multimedia production. He says that if we do not start using digital technologies at school, the way students do at home, what will occur is “a widening gulf between the styles of learning that are cultivated by formal schooling and those that characterize children’s out-of-school experiences” (pg 176). At home children learn through exploration not explicit teaching, which is what is mostly used at school. I was encouraged by this argument because in my computer lab I often give students long periods of time to “explore” new software and simply “play” with it. Finally, and most importantly, Buckingham argues that “digital literacy must involve creative production in new media as well as critical consumption” (pg 177). Children will gain greater understanding by using digital technology to produce multimedia text. This occurs a great deal in my classroom where students learn about media by creating various digital productions (for example, a comic using Comic Life, a poster or an animation using Photoshop, and a video using Moviemaker). Once again in this chapter, Buckingham makes the distinction between education through media and education about media (pg 179). Finally, I found this chapter much more applicable to me as a computer teacher who teaches media literacy. It was encouraging to read that a great deal of what I am doing with my students is relevant and motivates my students.
Thursday, July 9, 2009
Transformers Movie Poster
Analysis of Media Text #2
Analyse Media Text Using the Media Triangle
Media Triangle:
TEXT:
The media text in this example is a movie poster advertising the coming of "Transformers 2". It states that in the movie the audience will see more alien robots, bigger explosions and most importantly much more Megan Fox. The dominant message is that if you like Megan Fox you have to come and see this movie. Obviously, woman are being stereotyped in this poster as sexual objects, much like the robots, for the amusement and pleasure of men. The picture of Megan Fox is larger than any of the other images in the poster and most of her breasts are exposed. While I know it is wrong, the honest truth is that the poster does appeal to me because of how sexy Megan Fox appears.
AUDIENCE:
This brings us to the intended audience. The target audience is heterosexual men and boys who enjoyed the first movie and would like to see more of the same (except with "even more" Megan Fox). Women and girls are not in any way the intended audience. While the male movie star is in the poster, he is very small in comparison and there is no reference to him in the headline. The text appeals to its audience by stating and showing exactly what it plans to offer (robots, explosions and Megan Fox). She is presented with exaggerated lips and a great deal of her breasts exposed. The assumption that the text makes is that the target audience (men) objectify women or at the very least have fantasies about objectifying women as sex objects.
PRODUCTION:
This poster was produced by Paramount with the purpose of advertising for the up coming sequal to the original Transformers movie. The poster must have been designed and created by a printing company. It does not look like a "real" photo of the characters directly from the movie but a drawing of the two characters, the explosion, and the robot. Women and girls might be negatively affected by this text because it perpetuates the distorted image of woman as merely sexual objects. To be fair to the producers of the poster, the above poster is not the one shown in theatres here in Toronto. The poster below, with greater emphasis on the robots (appealing to the young boys), is the one I have seen advertising the movie.
Analyse Media Text Using the Media Triangle
Transformers 2 Movie Poster
Media Triangle:
TEXT:The media text in this example is a movie poster advertising the coming of "Transformers 2". It states that in the movie the audience will see more alien robots, bigger explosions and most importantly much more Megan Fox. The dominant message is that if you like Megan Fox you have to come and see this movie. Obviously, woman are being stereotyped in this poster as sexual objects, much like the robots, for the amusement and pleasure of men. The picture of Megan Fox is larger than any of the other images in the poster and most of her breasts are exposed. While I know it is wrong, the honest truth is that the poster does appeal to me because of how sexy Megan Fox appears.
AUDIENCE:
This brings us to the intended audience. The target audience is heterosexual men and boys who enjoyed the first movie and would like to see more of the same (except with "even more" Megan Fox). Women and girls are not in any way the intended audience. While the male movie star is in the poster, he is very small in comparison and there is no reference to him in the headline. The text appeals to its audience by stating and showing exactly what it plans to offer (robots, explosions and Megan Fox). She is presented with exaggerated lips and a great deal of her breasts exposed. The assumption that the text makes is that the target audience (men) objectify women or at the very least have fantasies about objectifying women as sex objects.
PRODUCTION:
This poster was produced by Paramount with the purpose of advertising for the up coming sequal to the original Transformers movie. The poster must have been designed and created by a printing company. It does not look like a "real" photo of the characters directly from the movie but a drawing of the two characters, the explosion, and the robot. Women and girls might be negatively affected by this text because it perpetuates the distorted image of woman as merely sexual objects. To be fair to the producers of the poster, the above poster is not the one shown in theatres here in Toronto. The poster below, with greater emphasis on the robots (appealing to the young boys), is the one I have seen advertising the movie.
Wednesday, July 8, 2009
Reflective Journal Entry #1
Where I Am Professionally In Relation to Media Literacy and Technology
Having been evaluated this past year by my principal, the Ontario College of Teachers Standards of Practice is still fresh in my mind. While this educator does not look forward to the evaluation and forced reflection; once it is done, I always feel good about myself and my progress as a professional educator and life-long learner. Because this past year was the first year I choose, with the support of my administration, to change my traditional Computer Technology course to Media Literacy, a great deal of my evaluation, observation, and reflection was around teaching media. Where I am professionally in relation to media right now would be described as heavy on production with just a dash of theory sprinkled here and there. I’m very proud of some of the media products and activities my students in grades 6-8 worked on this past year. The students were interested, motivated and engaged in what they were being asked to create using the technology in our computer lab.
Below are some of my competencies relating to technology and media literacy.
PUPILS AND PUPIL LEARNING
1.1 Demonstrates commitment to the well-being and development of all pupils
4. Effectively motivates students to improve student learning
I find that I motivate students by using technology in my teaching as much as possible. Students enjoy the authentic products they are asked to construct using technology (i.e. designing a media poster using PhotoShop or a P.S.A. using MovieMaker). Most products are assigned in the form of a contest which also motivates the students to do well. Last year I used an interactive white board, for the first time, to further motivate the students.
6. Models and promotes the joy of learning
I am not afraid to learn new software programs with the students as well as new hardware. Last year I learned more about Photoshop from workshops (ECOO conference) but also from a grade 8 student (Kevin) who has taught me and the other students how to use some of the tools. I also learned two exciting programs, “Comic Life” which allowed us to create comic strips and “MovieMaker” which allowed us to edit video. Finally, students saw me learning to use the Smart Board throughout the school year.
PROFESSIONAL KNOWLEDGE
2.1 Knows his/her subject matter, the Ontario curriculum and education-related legislation
42. Teaches the Ontario curriculum by exhibiting an understanding and ability to explain subject areas
When I have to teach a new subject (last year Grade 6 Social Studies and Grades 6-8 Media Literacy) I always start with the Ontario Curriculum documents. For social studies I also used the internet and a social studies professor at Brock University as a resource for my course outline. For Media Literacy, I took a 3 day workshop last summer, a large number of websites, and A Guide to Effective Literacy Instruction Volume 7 Media Literacy
45. Uses a variety of effective resources to enhance learning
-I regularly use E-Workshop and E-Learning Ontario, both are online databases with lessons and activities for students K-12 in all curriculum areas.
-I also visit a number of websites for Media Literacy, including:
TeacherTube and YouTube
Blogger
Center for Media Literacy
Media Awareness Network
Concerned Children’s Advertisers
Ad Busters
In class I use videos, websites, pictures, picture books, textbooks, articles, software and computers
TEACHING PRACTICE
3.2 Communicates effectively with pupils, parents, and colleagues
97. Provides ongoing feedback to parents, for example, through newsletters and bulletins
I have a BLOG for students, parents and teachers to access. In the blog I have current lessons with the resources being used as well as long range plans. I also have polls and feedback forms for students to provide input.
http://stevesmedialiteracy.blogspot.com/
3.5 Uses appropriate technology in his/her teaching practices and related professional responsibilities
119. Uses technology appropriately to improve efficiency and effectiveness in planning, instructional delivery, reporting procedures and decision-making
I use technology to create my long range plans, unit plans and lesson plans. Most of my lessons are posted on my BLOG.
I use technology in most of my lessons. If I am sharing a picture book, I scan the pictures so that I can show the pictures as I read the story.
I use MarkBook to record all assessment and evaluation and using the Online Reporting to create reports.
120. Models and promotes effective use of technology to promote student learning
-use a variety of software with students:
MS Word, Excel, Power Point, Geometer’s Sketchpad, Inspiration, Photoshop, and this year Comic Life and MovieMaker.
-use a data projector to teach lessons, show videos and share projects
-use an interactive whiteboard
LEADERSHIP AND COMMUNITY
4.1 Collaborates with other teachers and school colleagues to create and sustain learning communities in the classroom and in the school
130. Plans worthwhile professional development activities for school-based professional development days
· Train staff on reporting software
· Provide PD for teachers on TEL
· Provide PD on the Smart Board
· Gave E-teacher Workshops at ECOO Conferences in 2003 and 2004
PROFESSIONAL LEARNING COMPETENCIES
5.1 Engages in ongoing professional learning and applies it to improve his/her teaching practice
153. Identifies areas for professional growth, attends workshops, appropriate seminars or courses to respond to changes in education/policies and practices and effectively applies information to enhance teaching practices
I actively participate in and learn from various workshops/AQ:
-Media Literacy Part One
-ECOO Conference on Smart Board and Comic Life Software
-OFIP sessions on literacy (specifically reading)
-OFIP sessions on math
-Summer Institutes on Media Literacy
-Summer Institutes on Elementary Math
-Summer Institutes on Integrating Technology in the Classroom
163. Taps into websites that describe best practices, acquires successful teaching strategies and applies to teaching practices
-I regularly use E-Workshop and E-Learning Ontario, both are online databases with lessons and activities for students K-12 in all curriculum areas.
Having been evaluated this past year by my principal, the Ontario College of Teachers Standards of Practice is still fresh in my mind. While this educator does not look forward to the evaluation and forced reflection; once it is done, I always feel good about myself and my progress as a professional educator and life-long learner. Because this past year was the first year I choose, with the support of my administration, to change my traditional Computer Technology course to Media Literacy, a great deal of my evaluation, observation, and reflection was around teaching media. Where I am professionally in relation to media right now would be described as heavy on production with just a dash of theory sprinkled here and there. I’m very proud of some of the media products and activities my students in grades 6-8 worked on this past year. The students were interested, motivated and engaged in what they were being asked to create using the technology in our computer lab.
Below are some of my competencies relating to technology and media literacy.
PUPILS AND PUPIL LEARNING
1.1 Demonstrates commitment to the well-being and development of all pupils
4. Effectively motivates students to improve student learning
I find that I motivate students by using technology in my teaching as much as possible. Students enjoy the authentic products they are asked to construct using technology (i.e. designing a media poster using PhotoShop or a P.S.A. using MovieMaker). Most products are assigned in the form of a contest which also motivates the students to do well. Last year I used an interactive white board, for the first time, to further motivate the students.
6. Models and promotes the joy of learning
I am not afraid to learn new software programs with the students as well as new hardware. Last year I learned more about Photoshop from workshops (ECOO conference) but also from a grade 8 student (Kevin) who has taught me and the other students how to use some of the tools. I also learned two exciting programs, “Comic Life” which allowed us to create comic strips and “MovieMaker” which allowed us to edit video. Finally, students saw me learning to use the Smart Board throughout the school year.
PROFESSIONAL KNOWLEDGE
2.1 Knows his/her subject matter, the Ontario curriculum and education-related legislation
42. Teaches the Ontario curriculum by exhibiting an understanding and ability to explain subject areas
When I have to teach a new subject (last year Grade 6 Social Studies and Grades 6-8 Media Literacy) I always start with the Ontario Curriculum documents. For social studies I also used the internet and a social studies professor at Brock University as a resource for my course outline. For Media Literacy, I took a 3 day workshop last summer, a large number of websites, and A Guide to Effective Literacy Instruction Volume 7 Media Literacy
45. Uses a variety of effective resources to enhance learning
-I regularly use E-Workshop and E-Learning Ontario, both are online databases with lessons and activities for students K-12 in all curriculum areas.
-I also visit a number of websites for Media Literacy, including:
TeacherTube and YouTube
Blogger
Center for Media Literacy
Media Awareness Network
Concerned Children’s Advertisers
Ad Busters
In class I use videos, websites, pictures, picture books, textbooks, articles, software and computers
TEACHING PRACTICE
3.2 Communicates effectively with pupils, parents, and colleagues
97. Provides ongoing feedback to parents, for example, through newsletters and bulletins
I have a BLOG for students, parents and teachers to access. In the blog I have current lessons with the resources being used as well as long range plans. I also have polls and feedback forms for students to provide input.
http://stevesmedialiteracy.blogspot.com/
3.5 Uses appropriate technology in his/her teaching practices and related professional responsibilities
119. Uses technology appropriately to improve efficiency and effectiveness in planning, instructional delivery, reporting procedures and decision-making
I use technology to create my long range plans, unit plans and lesson plans. Most of my lessons are posted on my BLOG.
I use technology in most of my lessons. If I am sharing a picture book, I scan the pictures so that I can show the pictures as I read the story.
I use MarkBook to record all assessment and evaluation and using the Online Reporting to create reports.
120. Models and promotes effective use of technology to promote student learning
-use a variety of software with students:
MS Word, Excel, Power Point, Geometer’s Sketchpad, Inspiration, Photoshop, and this year Comic Life and MovieMaker.
-use a data projector to teach lessons, show videos and share projects
-use an interactive whiteboard
LEADERSHIP AND COMMUNITY
4.1 Collaborates with other teachers and school colleagues to create and sustain learning communities in the classroom and in the school
130. Plans worthwhile professional development activities for school-based professional development days
· Train staff on reporting software
· Provide PD for teachers on TEL
· Provide PD on the Smart Board
· Gave E-teacher Workshops at ECOO Conferences in 2003 and 2004
PROFESSIONAL LEARNING COMPETENCIES
5.1 Engages in ongoing professional learning and applies it to improve his/her teaching practice
153. Identifies areas for professional growth, attends workshops, appropriate seminars or courses to respond to changes in education/policies and practices and effectively applies information to enhance teaching practices
I actively participate in and learn from various workshops/AQ:
-Media Literacy Part One
-ECOO Conference on Smart Board and Comic Life Software
-OFIP sessions on literacy (specifically reading)
-OFIP sessions on math
-Summer Institutes on Media Literacy
-Summer Institutes on Elementary Math
-Summer Institutes on Integrating Technology in the Classroom
163. Taps into websites that describe best practices, acquires successful teaching strategies and applies to teaching practices
-I regularly use E-Workshop and E-Learning Ontario, both are online databases with lessons and activities for students K-12 in all curriculum areas.
Tuesday, July 7, 2009
Annotated Paragraph: 5 Key Concepts & A Coke!
Below is a lesson I have used to introduce the 5 Key Concepts and the Media Triangle to grade 7 and 8 students. While the "concepts" seem boring, confusing and irrelevant at first; the students begin to understand the importance of the these concepts and are able to make connections to them, once a series of examples are given. The animated coke commercial (see below) is an excellent start to teaching about media's key concepts through the use of commercials. Student watch a lot of tv commercials at home but they rarely think beyond the intended message. The students really enjoy this media rich animated commercial because on the surface it mimics a popular video game (Grand Thief Auto) but it becomes ironic when the "bad guy" chooses to "give a little love" (perhaps because of his choice of beverage).
While all 5 Key Concepts and any of the 3 sides of the Media Triangle can be explored using this Coke commercial, the students and I focused on #2 Media texts contain beliefs and value messages. Specifically we analysed who or what is included, omitted and/or misrepresented? After watching the commercial for the 3rd time, they were able to get past the humour and identify a number of sexual and racial stereotypes. Here is the lesson:
An Introduction to the 5 Key Concepts and the Media Triangle
Two frameworks are used to help you understand media messages.
The first is the 5 Key Concepts of Media Literacy.
5 Key Concepts of Media Literacy Poster
C) Here are Movie Posters.....
While all 5 Key Concepts and any of the 3 sides of the Media Triangle can be explored using this Coke commercial, the students and I focused on #2 Media texts contain beliefs and value messages. Specifically we analysed who or what is included, omitted and/or misrepresented? After watching the commercial for the 3rd time, they were able to get past the humour and identify a number of sexual and racial stereotypes. Here is the lesson:
An Introduction to the 5 Key Concepts and the Media Triangle
Two frameworks are used to help you understand media messages.
The first is the 5 Key Concepts of Media Literacy.
5 Key Concepts of Media Literacy Poster
The second is the Media Studies Triangle which examines 3 different points of view (the Media Text, the Audience, and the Production) in order to gain more meaning. All 3 points of view must be considered to fully understand the media text's meaning.
Use the activity sheet Media Studies Triangle to analyse various media text....
Let's analyse a few media texts together.....
A) Here is a Coke Commercial.....
B) Here is a PSA (Public Service Announcement) About Factory Farming Called "The Meatrix":
C) Here are Movie Posters.....
D) Now, with a partner or on your own, try using the "Media Studies Triangle" to analyse a Magazine....
Lego Club Magazine
Analysis of Media Text #1
Analyse Media Text Using the Five Key Concepts
LEGO Club Magazine
#4 Media texts reflect special interests (commercial, ideological, political).
Lego Club Magazine is not really a “magazine” at all. It is a twenty page, glossy, colourful advertisement for various Lego products created by Lego for young (ages 8-12), upper-middle class, and white males. The contest winners on pages 14-15 are all white males and the price of Lego kits (i.e. Lego Star Wars Death Star II $399.00) would exclude lower income families. The fact that media “intended for an audience is created for profit” is obvious in this “magazine” to critical viewers of media text. Perhaps not too obvious for the middle school students I teach.
My experience with teaching Media Literacy in a middle school for the first time last year has taught me that students enjoy a great deal of media text but have very little experience in deconstructing and analyzing any of it. All 5 Key Concepts, as well as the three sides of the Media Triangle, need to be discussed and taught about through a very large selection of examples (i.e. magazines, posters, video game sleeves, ads, commercials, etc.). Lego Magazine is just one example.
Lego Club Magazine is an excellent example of a media text which reflects commercial interests. Some of the questions students can explore include: Who created this text and why? It will be obvious to the students that LEGO created the text but some deeper analysis will be needed to uncover the reasons why. Students will begin to see that the “magazine” is created to entertain and inform its young audience; however, they will soon realize that the primary goal of the magazine is to sell more Lego kits. It is a catalogue dressed as a magazine.
Who benefits if the message is accepted? I would explain to my students how much my eight year old son loves getting his Lego Club Magazine in the mail. It makes him feel grown-up getting mail sent directly to him. He often visits the website, http://www.legoclub.com/, as well for online games and information about new products. Therefore, he does benefit from the magazine. However, it is the company which benefits, actually profits, if the message in the magazine is accepted. The message being, you need more Lego kits to be happy.
Finally, we must look at Who may be disadvantaged? The disadvantaged are those who are left out. Lego used to be plastic blocks that all children used, with their imagination, to create all kinds of structures. That has changed with the integration of Lego and a large number of commercial movies (i.e. Star Wars, Indiana Jones, and Sponge Bob). Now Lego sells expensive Lego kits which exclude a large group of children whose families cannot afford a $69.99 Lego Ferrari kit. Females are also excluded from this “club” because all of the products are geared towards typical male interests (i.e. Lego Racers, Lego City, and Lego Castle). It is ironic that during my school’s First Lego League Robotics Competition it was the two girls on the team of mostly boys that did the best in the competition because of their problem-solving and communication skills. Lego is missing out by excluding this market of consumers.
Analyse Media Text Using the Five Key Concepts
LEGO Club Magazine
#4 Media texts reflect special interests (commercial, ideological, political).
Lego Club Magazine is not really a “magazine” at all. It is a twenty page, glossy, colourful advertisement for various Lego products created by Lego for young (ages 8-12), upper-middle class, and white males. The contest winners on pages 14-15 are all white males and the price of Lego kits (i.e. Lego Star Wars Death Star II $399.00) would exclude lower income families. The fact that media “intended for an audience is created for profit” is obvious in this “magazine” to critical viewers of media text. Perhaps not too obvious for the middle school students I teach.
My experience with teaching Media Literacy in a middle school for the first time last year has taught me that students enjoy a great deal of media text but have very little experience in deconstructing and analyzing any of it. All 5 Key Concepts, as well as the three sides of the Media Triangle, need to be discussed and taught about through a very large selection of examples (i.e. magazines, posters, video game sleeves, ads, commercials, etc.). Lego Magazine is just one example.
Lego Club Magazine is an excellent example of a media text which reflects commercial interests. Some of the questions students can explore include: Who created this text and why? It will be obvious to the students that LEGO created the text but some deeper analysis will be needed to uncover the reasons why. Students will begin to see that the “magazine” is created to entertain and inform its young audience; however, they will soon realize that the primary goal of the magazine is to sell more Lego kits. It is a catalogue dressed as a magazine.
Who benefits if the message is accepted? I would explain to my students how much my eight year old son loves getting his Lego Club Magazine in the mail. It makes him feel grown-up getting mail sent directly to him. He often visits the website, http://www.legoclub.com/, as well for online games and information about new products. Therefore, he does benefit from the magazine. However, it is the company which benefits, actually profits, if the message in the magazine is accepted. The message being, you need more Lego kits to be happy.
Finally, we must look at Who may be disadvantaged? The disadvantaged are those who are left out. Lego used to be plastic blocks that all children used, with their imagination, to create all kinds of structures. That has changed with the integration of Lego and a large number of commercial movies (i.e. Star Wars, Indiana Jones, and Sponge Bob). Now Lego sells expensive Lego kits which exclude a large group of children whose families cannot afford a $69.99 Lego Ferrari kit. Females are also excluded from this “club” because all of the products are geared towards typical male interests (i.e. Lego Racers, Lego City, and Lego Castle). It is ironic that during my school’s First Lego League Robotics Competition it was the two girls on the team of mostly boys that did the best in the competition because of their problem-solving and communication skills. Lego is missing out by excluding this market of consumers.
Welcome to My Locker.....
Rationale: Next year I'm teaching Media Literacy in a middle school computer lab. I would like my students to create a "virtual locker" with reflections, rants, reviews, analysis, and media products all posted to their Blog or webpage. This paperless pursuit will be a greater challenge in some ways (i.e. uploading, scanning, downloading, etc.) and much easier in other ways (i.e. I'm not an artist or at all creative beyond Photoshop). My plan is to create the virtual locker of a middle school student with a variety of media text including:
Child Soldier Lesson Plan
School Binder (Reflective Journals #1, #2, #3 and even #4; Chapter Review, Annotated Paragraph, the Movie Lesson Plan, etc.)
School Binder (Reflective Journals #1, #2, #3 and even #4; Chapter Review, Annotated Paragraph, the Movie Lesson Plan, etc.)
Subscribe to:
Posts (Atom)
