1. English SOL Institute Secondary Media Literacy Strand English SOL Institute Secondary Media Literacy Strand Melanie Buckley English Department Chair Heritage High School Elizabeth Glynn Social Science Teacher Heritage High School

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3. Media Literacy Agenda I.SOL Standard II.Sharing Media Literacy Best Practices & Emails III.Changing Paradigm Shift Video IV.UDL Introduction & Media Literacy V.Chunking the SOL Standard: Learning Stations VI.Collaboration I.SOL Standard II.Sharing Media Literacy Best Practices & Emails III.Changing Paradigm Shift Video IV.UDL Introduction & Media Literacy V.Chunking the SOL Standard: Learning Stations VI.Collaboration 3

4. SOL Standard 11.2 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. 4

5. 5 Key Points in Media Literacy 1. 1.Review media for its persuasive devices imbedded through rhetoric 2. 2.Provide opportunities for collaboration and use of 21 st century skills 3. 3.Opportunities to write/analyze blogs, Web sites, Pod casts, wikis, etc. Key Points in Media Literacy 1. 1.Review media for its persuasive devices imbedded through rhetoric 2. 2.Provide opportunities for collaboration and use of 21 st century skills 3. 3.Opportunities to write/analyze blogs, Web sites, Pod casts, wikis, etc. Secondary Media Literacy

6. Sharing Media Literacy 1.Reflect 1.Record 1.Share 1.Reflect 1.Record 1.Share 6

7. Sir Ken Robinson Video: Changing Paradigms 7 http://www.youtube.com/watch?v=zDZFcDGpL4U&feature=youtu.be&t=10s

8. Media Literacy & Research Best Practices Teaching Every Student in the Digital Age: Universal Design for Learning David H. Rose & Anne Meyer, 2002 Teaching Every Student in the Digital Age: Universal Design for Learning David H. Rose & Anne Meyer, 2002 The Universally Designed Classroom: Accessible Curriculum and Digital Technologies Edited by David H. Rose, Anne Meyer, and Chuck Hitchcock 2005 8

9. UDL Objective The course is intended to provide PK ‐ 12 classroom teachers an opportunity to re ‐ examine the methods and tools used for providing learning opportunities to students; evaluate lessons against the principles of universal design for learning wherein consideration of multiple means of representation, expression, and engagement is paramount; and ultimately design and develop lessons that engage and enrich students while being mindful of multiple intelligences theory, differentiating for individualization, and infusing instructional and assistive technologies. Pair with persuasive/analytical reading and writing The course is intended to provide PK ‐ 12 classroom teachers an opportunity to re ‐ examine the methods and tools used for providing learning opportunities to students; evaluate lessons against the principles of universal design for learning wherein consideration of multiple means of representation, expression, and engagement is paramount; and ultimately design and develop lessons that engage and enrich students while being mindful of multiple intelligences theory, differentiating for individualization, and infusing instructional and assistive technologies. Pair with persuasive/analytical reading and writing 9

10. Learning Station #1 11.2 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. Laptop Task: 1. 1.Review the flipcharts. 2. 2.Identify how the persuasive appeals: ethos, logos, pathos pervade the illustration. How does this media influence society? 11.2 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. Laptop Task: 1. 1.Review the flipcharts. 2. 2.Identify how the persuasive appeals: ethos, logos, pathos pervade the illustration. How does this media influence society? 10

11. Learning Station #2 11.2 a) Use technology and other information tools to organize and display knowledge in ways others can view, use, and assess. iPad Task: 1. 1.Analyze the sample essay excerpts. 2. Annotate on the iPad the strengths and weaknesses of these excerpts. 11.2 a) Use technology and other information tools to organize and display knowledge in ways others can view, use, and assess. iPad Task: 1. 1.Analyze the sample essay excerpts. 2. Annotate on the iPad the strengths and weaknesses of these excerpts. 11

12. Learning Station #3 11.2 b) Use media, visual literacy, and technology skills to create products. Laptop Task: 1. 1.Record activities or “products” you have the students complete in your classroom, using media, visual literacy and or technology skills. 2. We will share your resources at the conclusion of the workshop today. 11.2 b) Use media, visual literacy, and technology skills to create products. Laptop Task: 1. 1.Record activities or “products” you have the students complete in your classroom, using media, visual literacy and or technology skills. 2. We will share your resources at the conclusion of the workshop today. 12

13. Learning Station #4 11.2 c) Evaluate sources including advertisements, editorials, blogs, Web sites, and other media for relationships between intent, factual content, and opinion. Laptop Task: 1. 1.Watch the video on the laptop. 2. 2.Using the primary sources set in your station, evaluate intent, factual content, and opinions for each source. 3. Compare and contrast your findings. 11.2 c) Evaluate sources including advertisements, editorials, blogs, Web sites, and other media for relationships between intent, factual content, and opinion. Laptop Task: 1. 1.Watch the video on the laptop. 2. 2.Using the primary sources set in your station, evaluate intent, factual content, and opinions for each source. 3. Compare and contrast your findings. 13

14. Learning Station #5 11.2 d) Determine the author’s purpose and intended effect on the audience for media messages. iPad Task: 1. 1. Read the article (print or electronic), “Champagne Flows While Syria Burns” and evaluate the author’s purpose and intended effect. 2. Who is the audience and how would this article influence them? Select one person to record your answers on the iPad. 11.2 d) Determine the author’s purpose and intended effect on the audience for media messages. iPad Task: 1. 1. Read the article (print or electronic), “Champagne Flows While Syria Burns” and evaluate the author’s purpose and intended effect. 2. Who is the audience and how would this article influence them? Select one person to record your answers on the iPad. 14

15. Secondary Media Literacy Key Points for teachers connecting with Media Literacy: 1. 1.Distinguish between fact and opinion 2. 2.Identify author, audience, content, and purpose of media messages 3. 3.Compare/contrast auditory, visual, and written media messages Key Points for teachers connecting with Media Literacy: 1. 1.Distinguish between fact and opinion 2. 2.Identify author, audience, content, and purpose of media messages 3. 3.Compare/contrast auditory, visual, and written media messages 15

16. ReflectionReflection Learning Station Sharing 16

17. Quote:Quote: “ The aim of education should be to teach us rather how to think, than what to think – rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with thoughts of other men.” ~ Bill Beattie “ The aim of education should be to teach us rather how to think, than what to think – rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with thoughts of other men.” ~ Bill Beattie 17

18. Contact Information Melanie Buckley Melanie.Buckley@lcps.org Elizabeth Glynn Elizabeth.Glynn@lcps.org Melanie Buckley Melanie.Buckley@lcps.org Elizabeth Glynn Elizabeth.Glynn@lcps.org 18

19. 19 Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education. DisclaimerDisclaimer