For this interactivity, I completely revamped my spreadsheet. Using the example in Dr. Domine’s article, “4 Steps to Standards Integration,” I was able to see what this matrix was actually supposed to look like and accomplish. I abbreviated some of the information on my spreadsheet. I had previously listed the standards I was referring to in their entirety, so I changed that to list just the standards and not their full descriptions. Then, I re-arranged my spreadsheet according to the cycle of media literacy as described in the “4 Steps” article. This was enlightening for me because it helped me to see where the lesson plan still had some gaps. The lesson plan had the analysis, evaluation, and production stages covered, but it lacked in the areas of access and communication. I actually filled in the “access” gap in my original analysis of the lesson plan in Interactivity #4, so I just had to fill in the communication part.
The “4 steps” article also had a helpful list of teaching strategies, which made it easier for me to articulate what the lesson already had planned, as well as what I envisioned adding to it. Some of the strategies (group discussion, for example) did not really need the support of technology in order to work well for the students. As such, the lesson is a bit on the simpler side as far as technology is concerned. By breaking it down into the different stages of the cycle of media literacy, I was able to assess more easily what was missing in order to decide what could be added to the lesson. In all, I am much more satisfied with this spreadsheet and the way it is organized.
Still, because I used fairly simple technological resources for the lesson, there wasn’t much to be done in the way of accommodating for copyright and fair use. Much of the technology I used (Google Docs, E-Mail, Word Processor, Projector) was used as a vehicle for producing and presenting student work. In fact, the only technology I used that might need conflict with copyright and fair use guidelines is the research in the access stage. I planned for students to brainstorm a list of Internet Abbreviations they have either seen or used, and to use an Internet Search Engine to define them or look for more. At no point in the lesson do the students actually download any materials off of the internet. They would, as a class, compile a master list of Internet Abbreviations in Google Docs for homework. In order to be sure that they are complying with fair use and copyright laws, I would ask them to cite any outside sources of information and link back to the websites where they found them The rest of my technologies, as noted in the spread sheet, do not require the use of copyrighted materials. As such, there aren’t any other accommodations that would need to be made.
Natalie,
ReplyDeleteI like the revisions you made in your spreadsheet as I can see how all sources and technologies directly translate to a standard. The ideas are concise and there is a positive sense of direction in every step, which corresponds to formulating a successful lesson plan. The usage of media literacy here furthers the concept of language being used beyond the classroom, connecting to the outside world. For example, there should be an understanding of media in the English classroom - which could be connected in interdisciplinary classes such as the art subject area.
I like the usage of technologies and vehicles for presentations. Acknowledging the fair use and copyright standards throughout the lesson, especially in the student research stages, can be overlooked although it is important to analyze how students will use copyrighted media in their own work. I also enjoy how the technology is used appropriately and does not feel like it is demanding too much of the students - instead it fosters understanding.
- Steven