Course Description:
This course is designed to provide teachers of any grade level and discipline with the latest research on using various media forms in the classroom. Participants will examine various types of media for the classroom and apply that information to student modalities. Learners will view Internet sites for their value to teaching and learning and to student projects.
Media that incorporate audio, visual, graphics, and movement will be the central focus. Learners will examine ways to use media to incorporate higher-level thinking and motivation into the classroom.
Instruction is focused on providing participants with information and practice that will lead to self-awareness and classroom implementation of effective strategies.
The successful practitioner of Media and Technology will:
- Identify the types of media and their appropriateness to the classroom.
- Examine various web sites and apply the information to lesson planning.
- Provide opportunities for students to use media to enhance their learning.
- Discover ways to use media to gain student attention, to enrich teaching and learning, and to change the environment of the classroom.
- Create lessons using various media.
- Look at the effective use of music and the arts in the classroom.
- Identify the connection between the brain and media.
Objectives:
Participants will know (declarative knowledge)
- The terminology related to teaching with various media.
- How to use media to enhance motivation.
- The connections between current brain research and media in the classroom.
- The connections between Multiple Intelligences Theory and media use in the classroom.
- The connection between media, emotion, and modalities.
- The effective media strategies for diverse or urban learners.
- The current research on higher-level thinking and using media.
- Where to find great web sites for the classroom.
Participants will be able to: (procedural knowledge)
- Define the terms related to various forms of media.
- Build into their classroom and lessons media sources.
- Create a classroom that uses media to enhance intrinsic motivation.
- Create a list of great web sites for their classrooms.
- Develop ways to use music and the arts in the regular classroom.
- Use various media formats effectively.
- Understand how the brain perceives and reacts to media.
- Use media tools in their lesson plans.
- Design and implement a plan for using media to enhance student projects and products.
- Use the Internet for teaching.
- Use music in the classroom for various purposes.
- Determine how media connects to emotions and modalities.
- Incorporate media strategies for urban and diverse learners.
- Create a workable plan for the on-going use of media to enhance learning experiences.
Procedures:
Each lesson includes activating prior knowledge, tutorials, assignments, and Learning Log reflections. Participants will use information from the instructor along with readings from the bibliography and exploration of Web sites to build their knowledge about and confidence in using media to enhance learning.
The course is designed to be interactive between and among the instructor and other participants. Participants will design and implement several tools related to the teaching and learning involved in using various media types in the classroom. They will use the Toolbox and Conference Center to share and compare ideas with other participants, and they will write their reflections in the Learning Log. The instructor will offer feedback through e-mail and the Conference Center.
Content:
Lesson 1 – Terminology and Concepts Related to Using Media and Instructional Strategies
Lesson 2 - Terminology Test
Lesson 3 – Impact of Media on Learning
Lesson 4 - Connections to Brain Research
Lesson 5 - Connections to Multiple Intelligences
Lesson 6 - Modeling and Guided Practice for Using Media and Instructional Strategies in Today’s Classrooms
Lesson 7 – Delivery in the Classroom and Project
Lesson 8 – Post Test
Lesson 9 - Reflections
Evaluation:
Assessment Tasks:
• Task 1 – The learner will complete the Terminology Test with a mastery level of 90%. (Lesson Two)
• Task 2 – The learner will participate throughout the course in Conference Center assignments and dialogue with participants and instructor. (Lessons 3-7)
• Task 3 – The learner will identify definitions to the vocabulary words and will revise those definitions throughout the lessons. (Lessons 3-7).
• Task 4 – The learner will evaluate how effectively they have been using media in the classroom. (Lesson Three).
• Task 5 – The learner will define differentiation. (Lesson Four).
• Task 6 – The learner will identify the various modalities within their classroom and will choose a modality and provide ten ideas for enhancing that modality. (Lesson Four)
• Task 7 – The learner will reflect on their own preferred modality and how that affects their teaching. (Lesson Four).
• Task 8 – The learner will discuss their own feelings and beliefs about intelligence tests. (Lesson Five).
• Task 9 – The learner will prepare a chart of MI categories and ideas for their own classrooms. (Lesson Five).
• Task 10 - The learner will discuss how MI can be used for students' projects. (Lesson Five).
• Task 11 – The learner will create a visual tool to help students reach higher level thinking. (Lesson Six).
• Task 12 – The learner will evaluate the kinds of media available in their school. (Lesson Seven).
• Task 13 – The learner will plan a lesson using visual, audio, and kinesthetic media. (Lesson Seven).
• Task 14 – The learner will complete the Post Test with a mastery level of 90%. (Lesson Eight)
Bibliography:
Bloom, B. S. (1956). Taxonomy of Educational Objectives, Handbook I: Cognitive Domain. New York: McKay.
Garner, J. (1998) We Interrupt This Broadcast. Kansas City: Andrews McMeel Publishing.
Hessemer, S. J. (1986). The Effect of Computer-Assisted Instruction on Motivation and Achievement in Fourth Grade Mathematics. Dissertation Abstracts International, 47(10A), 3705. (UMI No. 8703277).
Jensen, E. (1997). Completing the Puzzle: The Brain-Compatible Approach to Learning. Del Mar, California: The Brain Store Inc.
Kestner, M.K. (1989). A Comparative Study Involving the Administration of Computer-Managed Instruction in a Remedial Mathematics Program. Dissertation abstracts International, 51(03A), 0774.
Marzano, R. J. (1998). ATheory-Based Meta-Analysis of Research on Instruction. Aurora, CO: Mid-continent Regional Educational Laboratory. Research for Education and Learning. (ERIC Document Reproduction Service No. ED427 087).
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom Instruction that Works. Alexandria,VA: Association for Supervision and Curriculum Development.
Marzano, R.J. (2000). Transforming Classroom Grading. Alexandria, VA: Association for Supervision and Curriculum Development.
Sousa, D.A. (2003). How the Gifted Brain Learns. Thousand Oaks, California: Corwin Press.
Sprenger, M. (2003 ). Differentiation Through Learning Styles and Memory. Thousand Oaks, California: Corwin Press.
O’Tuel, F. S. and Bullard, R.K. (1993). Developing Higher Order Thinking in the Content Areas K-12. Pacific Grove, CA: Critical Thinking Press.
Tapscott, D. (1998). Feature article: The Net Generation and the School. The Milken Exchange on Education and Technology (on-line). Available: www.milkenexchange.org/feature/tapscott_ful l.html
Tileston, D.W. (2000). Ten BestTeaching Practices: How Brain Research, Learning Styles, and Standards Define Teaching. Thousand Oaks, California: Corwin Press.
Tileston, D.W. (2003) What Every Teacher Should Know About Teaching Strategies. Thousand Oaks, California: Corwin Press.
Tileston, D.W. (2003) What Every Teacher Should Know About Planning. Thousand Oaks, California: Corwin Press.
Tileston, D.W. (2003) What Every Teacher Should Know About Classroom Management and Discipline Thousand Oaks, California: Corwin Press.
Torrance, P. (1979). Education and the Creative Potential. Minneapolis: University of Minnesota Press.
Wenglinsky, H (1998). Does it Compute? Princeton, NJ: Educational Testing Service.
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8. What Every Teacher Should Know About Using Media and Technology