Upload
trantram
View
214
Download
1
Embed Size (px)
Citation preview
Michael Genzuk, Ph.D.Joel Colbert, Ed.D.
Multimedia Literacy
Rossier School of Education
UNIVERSITY OF SOUTHERN CALIFORNIA
CUE ConferencePalm Springs, California
March, 2006
A Second-Year Retrospective on an Innovative Teacher Education Program’s Inclusion of Multimedia Literacy Across the Curriculum
Multimedia Literacy in Teacher Ed
Welcome, Statement of the Issue
Overview of MAT Program and Collaboration of RSOE and IML
IML Role in the Collaboration and Initial Training
First Summer Activities‣ Class Projects‣ Class Projects‣ e-Portfolios & Student Webpage
Fall Semester Activities‣ Video Ethnographies
‣ Class Projects
Spring & Final Summer Activities‣ Student Teaching Showcase‣ e-Portfolio‣ Teaching Performance Assessments
Questions & Answers
OVERVIEW OF MASTER OF ARTS IN TEACHING
A unique collaboration between the USC Rossier School of Education and the USC School of Cinema - Television’s Institute for Multimedia Literacy.
The combined Master of Arts in Teaching - Preliminary Teaching Credential Program.
An intensive, accelerated fourteen-month program.
Multiple subject and single subject (science, music) with a bilingual option.
Joel Colbert, Ed.D.
IML: General approaches for curriculum development
Authorship
Multimedia language building
Cultural context
Discipline based implementation
IML: M.A.T. specific goalsDeconstruct popular media
Produce multimedia
Teach multimedia literacy
Teach with multimedia
IML: Summer projects
Slideshow presentation - In groups of four, students were to create a presentation considering non-textual communication as a way to convey information.
Soundscape - Using the principles of digital editing, students were to individually produce a two-five minute sound assembly to be incorporated into a lesson of their choosing.
Video project - In pairs and groups, students were to observe and videotape a lesson presented by an experienced teacher, and then analyze the lesson through editing and re-present the content of the lesson using video as the medium.
IML: Fall project
Project Conception - Students working in pairs develop a proposal for a documentary essay going through stages such as Brainstorming, Storyboarding, and Pitching.
Rough Cut Screening - After assembling their footage together, students screen their work for their peers and receive critical and constructive peer led feedback which would be incorporated into their lesson.
Final Project Screening - Students present their final projects to an audience of their peers as well as ROSE and IML faculty as part of a public screening.
IML: Lab content
some examples:
Creating meaning through visual expression
Deconstructing sound iconography
Vestiges of truth in documentary practice
Cultural considerations of video
IML: Skill acquisition summary
Creative - digital cinematography and editing
Interpersonal - collaborative learning through project development and management
Foundational - expanding the definition of multimedia through exposure to different types of media, and understanding how meaning is conventionally
generated
Constructive - understanding the social and pedagogical stakes in information representation and media creation
First Summer Activities
--
CTSE 520Foundations of Language Education
--
School Observations Digital Photography & PowerPoint
Joel Colbert, Ed.D.Michael Genzuk, Ph.D.
Our Schools
• Mark Kepple Elementary School (K-6)• 107th Elementary School (K-5)• Weemes Elementary School (K-5)
Three Linguistically and Culturally Diverse Urban Schools
Mark Kepple ElementaryGlendale Unified
• Enrollment: 1090• Base API: 811• Statewide Rank: 8• API Rank-Similar
Schools: 7• Year Round Calendar
650
700
750
800
850
900
794
878
752
785811
All StudentsHispanicLow IncomeAsianWhite
Mark Kepple ElementaryGlimpse of Classroom Environment
Esther (grade 1):• Students were engaged in multiple reading activities (both
group and individual work).• 18 students: 0 English Language Learners.• Teacher guided the students by reading out loud and
asking a variety of questions. She also monitored the work each child was doing.
Classroom Environment:• Decorated with colorful posters and work. • There was a large carpet for students to gather on during
group learning time. • Desks were set in clusters.
107th and Weemes Elementary
Stephanie (grade 1st/2nd combo):
• Teacher has students sitting in groups with English language learners of all levels so they are able to learn from one another.
• Teacher speaks no Spanish.
Nicole (grade 1):• No assistance needed.
Students fluent in both Spanish and English.
• Teacher has both English and Spanish fluency to serve the needs of Spanish speakers.
107th and Weemes
Stephanie (grade 1st/2nd combo):
• There were 3 computers that the children were using for Waterford.
• Just started using them in March due to no electrical power outlets on three walls of the room.
Nicole (grade 1):• There were 2 Imacs with
phonemic software and the students would take turns throughout the day.
• Overhead projector• Audio tapes
Question #3:What evidence of content standards are visible in the
classroom and used in instruction?
Content Standards
• Michael: Each standard was broken up into sections around the room and student work was displayed.
• Esther: One whole bulletin board with standards posted.• Stephanie: None.• Nicole: All students had special folders with content
standards printed on them.
107th and Weemes
Stephanie:• Combination of Constructive
and Cognitive learning. -Working in groups with an
emphasis on respecting others, working together and building on each other’s knowledge.
-Justifying their own problem solving methods.
Nicole:• Combination of Structural,
Constructive, and Cognitive learning.
-Worksheet distinguishing reality from fantasy completed in groups.
-Teacher walks them through the thought process.
Esther’s AnalysisMark Kepple, Grade 1
• Language activities were very appropriate for this age level.• Teacher’s enthusiasm inspired students to actively listen and participate
in given activities.• Incorporating music in the daily lesson was interesting and also seemed
to be a good motivator for students to pay close attention and enjoy learning. Visuals aids motivated students to be active engaged in learning.
• Visuals and music appealed to multiple intelligences (Brown, p. 100).Suggestions:• Need more activities to check for understanding, particularly for
English second language learners, since the students reiterate the teacher’s answer most of the time (Bloom’s Taxonomy).
Group or individual learning?
• Michael: Combination of both group and individual learning.
• Esther: Do their own work, but answer as a group.
• Stephanie: Math work done in groups, but were asked to explain on their own their own individual thought process.
• Nicole: One worksheet by themselves and then got into groups of two and worked together.
Esther’s Emotional Response
• Pleased to see the teacher and the students to interact in a cheerful and friendly manner.
• Encouraging to see enthusiastic teacher and active learners.
• Interesting classroom arrangement.
Stephanie’s Emotional Response
• Impressed with the teacher and her ability to really question the students about their actions and their choices.
• Sad about the state of the school’s environment. There is barely any grass and each class has a designated “play area”.
Bibliography
• Brown, D.H. (2000). Principles of Language Learning and Teaching. (4th Edition)Addison Wesley, Longman, Inc.
• McLaughlin: Fostering Second Language Development in Young Children: Principles and Practice (www.ncela.gwu.edu/pubs/ncrcdslłepr14.html)
• Learning Domains of Bloom’s Taxonomy (http://www.nwlink.com/~donclark/hrd/bloom.html)
First Summer Activities (cont.)
--EDUC 503:
Teaching and Learning in Urban Schools--
Joel Colbert, Ed.D.
Reflecting on Practice. . . Re-teaching by Infusing Multimedia into Instruction
Introduction to Digital Movie Cameras & Final Cut Pro
Video Project: Analysis of InstructionAriana Silva & Mary Liu, MAT Students
University of Southern California
First Summer Activities (cont.)
e-Portfolios & Student Webpage
--
EDUC 503:Teaching and Learning in Urban Schools
--
Joel Colbert, Ed.D.
Fall Semester Activities
--CTSE 537
Methods & Models of Instruction for Language Minority Students
CTSE 560Primary Language Instruction in a
Bilingual Setting (BCLAD only)--
Michael Genzuk, Ph.D.
Video Ethnographies - Advanced Final Cut Pro
What is a Video Ethnography?
Currently many social scientists, including educators are employing a multi-media visual observational approach to human behavior known as “video ethnography.”
Start by watching people at school, in the community, at work, or play. Follow with interviews, review of documents, artifacts and personal histories that you can react to. Then continue the process until you’re sure you have something that makes a significant contribution . . . or not.
Finally you tell the story, visually, graphically, scientifically, and artistically.
Video Ethnography Project
This particular project is for student teachers, teachers, and
other educators; it uses desktop movies to help them see and
analyze the diverse kinds of learning, growth and social
interactions that occur in the classroom and additional
learning environments such as the home and community of language minority students (students who come from homes
where a language other than English is spoken).
“Video Ethnographies can provide a remarkable vehicle to both prepare teachers to use multimedia, to develop their observational and research skills, and pass both the abilities and process on to their own students.”
Video Ethnography
Students use a digital movie camera to create “video
ethnographies/documentaries” meant to capture aspects and
characteristics of classroom and community teaching (an
important part of pre-service training of new teachers) and of
ongoing professional development and advanced certification of teachers in many different subjects, or simply to document
the social and academic interactions of students and their
learning communities.
“These video documentaries may help create and grow reflective “communities of learning and practice” dedicated to continual improvement and growth in education.”
Video Ethnography
Video ethnographies can be a “mirror” for both showing student learning, as well as for teachers to explore and present their own teaching practices to others.
Teachers/student teachers use video to make movies for their classroom that they can show other teachers, administrators and parents.
They can encourage other teachers to share and discuss digital videos from classrooms to help create a reflective, professional development community for their own professional growth and that of their colleagues.
“These efforts can help us see the details of good learning and teaching!”
Video Ethnography
One of the main objectives is for Teachers/Student teachers to pass along this multimedia literacy to their own students to add to their student’s expanding multiple literacy abilities.
We have samples of student made desktop movies from 4th graders utilizing this same “process”. The data provide strong evidence that traditional literacy skills can be enhanced through this process, adding multimedia literacy to all the traditional literacies we strive to teach our students.
“Teaching future teachers to use multimedia means making sure they have the skills to use the technology effectively as a teaching tool
so students in their classrooms utilize the power of multimedia to learn and create.”
Remember . . . It is about the process, not the product !
Michael Genzuk, Ph.D.University of Southern California
Ethnographic Study - Student’s Written Study & Analysis
Submitted by Susan Cho & Helma Lee, MAT Students - University of Southern California
Fall Semester Activities
--
EDUC 511
Reading and Writing Methods for Elementary Teaching
EDUC 512
Reading and Writing Methods for Secondary Teaching
--
Michael Genzuk, Ph.D.Joel Colbert, Ed.D.
Video Taping and Analysis
Overview of Multimedia Linked Assignments EDUC 511/512: Teaching of Reading and Writing
Course description: The literacy methods course includes analysis of reading/writing processes; methods/materials for teaching literacy in elementary/secondary schools; issues in biliteracy and instruction; and classroom observation/participation in small-group instruction.
Field Experiences Linked to the Course: A minimum of 26 clock hours of literacy instruction participant-observation in an urban educational setting is required.
‣ Each student is assigned to one classroom in which they maintain a schedule as a participant-observer throughout the semester. The intention of the experiences is to allow candidates to interact with students in the classroom as they engage in literacy activities, to observe an exemplary cooperating teacher, and to participate in literacy instruction of diverse learners.
Key Course Elements Involving Multimedia:
‣ The literacy case study
‣ The two literacy lessons
The Literacy Case Study
During their field experience, candidates work in pairs and identify a struggling reader. Candidates:
✓ Analyze classroom dynamics including teacher style and peer interactions;
✓ Assess a learner using formal and informal literacy assessments to identify student’s strengths and needs;
✓ Develop an appropriate instructional plan based on information from these assessments. The plan will specify actions intended to support student’s reading and writing growth and include alternative classroom structures.
✓ The product of the literacy case study includes a written report with analyses of literacy data and an instructional plan as well as a multimedia portrayal of the struggling reader’s literacy strengths and needs.
The Multimedia Aspect of the Literacy Case StudyCandidates collaboratively create video clips demonstrating reader’s strengths and needs
The Literacy Lessons
Presentation of Two Literacy Lessons
‣ Candidates are placed in pairs in strong literacy-based classrooms in urban schools throughout the Los Angeles area.
‣ Each candidate plans the content and teaches two literacy lessons during the semester. One lesson is a team lesson and one is a solo lesson.
‣ These lessons contain content discussed in the EDUC 511/512 literacy methods course. A doctoral student observes, mentors, and evaluates each candidate’s competence using standards that comply with the California Commission on Teacher Credentialing.
‣ Each lesson is videotaped and then jointly analyzed with the course instructor and or doctoral student mentor and the teacher candidate.
A Sample Literacy Lesson
The value of collaborative lesson analysis is multifold.
The process provides an opportunity for the candidate to self-evaluate their strengths and plan for future improvement.
It also provides the candidate with detailed feedback through collaborative discussion between the candidate, faculty member, and the doctoral mentor/supervisor
Spring and Final Summer Activities
--
Student Teaching Showcase and ePortfolio
--
M.A.T. students complete the program with a capstone project. In many ways more relevant to teacher preparation than the traditional thesis or comprehensive exams, the e–Portfolio will contain a cumulative assessment of the course work, field research and scholarship.
Joel Colbert
Spring and Final Summer Activities
Teaching Performance Assessments (TPA’s)
Joel Colbert, Ed.D.
PACT (Performance Assessment for California Teachers) is a consortium of teacher preparation programs at a number of California Universities. These institutions have joined together to develop a teacher performance assessment. Successful completion of the teaching performance assessment will be required to earn a California Preliminary Multiple Subject or Single Subject Teaching Credential.
The teaching performance assessments consists of Embedded Signature Assignments (ESAs) and the Teaching Event. Together, the Embedded Assessments and the Teaching Event measure all thirteen Teacher Performance Expectations (TPEs)