Nicole G.

Video Overview The Plan Teaching Artifact

Learning Artifact: Student View Learning Artifact: Teacher Version to Copy

The Reflections Dyad Partnership Screencast

• What is the compelling INQUIRY question that guides the design of your lesson/project?

• How can the 5 Key Questions of Media Literacy with the URI Media Lab SmartPhone be leveraged as both a teaching tool for teacher-librarians and as a learning tool for middle school students to learn a basic introduction to media literacy concepts and skills?

• LESSON/PROJECT SUMMARY: Write a 1 - 2 sentence overview of your planned learning experience(s), including both anytime and real-time elements.

• Because the middle school students will have had little to no media literacy specific instruction and no consistent technology, there is an academic need for the students to learn basic skills and concepts. The middle school students will also need Real-Time and Any Time learning experiences to practice and apply basic media literacy skills and concepts because the 2021-2022 School Year format will likely consist of hybrid, full-time in-person, and full-time distance-learning options, as well as possibly individual students cycling between modes throughout the school year.

• TEACHING GOALS: What anytime and/or real-time digital teaching practices will you aim to accomplish in this lesson/product?

• Using Marzano's 13 best practices for virtual, blended, and classroom instruction, a variety of teaching practices will be leveraged for both any time and real-time digital teaching. Individual Breakout Rooms in Google Meet will be used as the format to mini-conference 1:1 with all students (both in-person and virtual students) because through the Chat feature to provide each student prioritized, specific and individual attention by creating a confidential digital space for student privacy. The over-aching teaching goal is to design and teach learning activities for students to learn the three-part definition of media literacy from Media Literacy Now, which are 1. “Decode media messages (including the systems in which they exist),” 2. “Assess the influence of those messages on thoughts, feelings, and behaviors,” and 3. “Create media thoughtfully and conscientiously.”

• LEARNING OUTCOMES: What will learners be expected to know, understand, and be able to do during and after they engage with the sequence of tasks in this lesson/project?

• Four of the Rhode Island School Library Curriculum Framework’s Anchor Standards will be met through the learning activities.

• TEXTS/TOOLS/TECHNOLOGIES AND RATIONALE: Identify the digital texts, tools and/or technologies that will be used in this lesson. Explain why you have selected these digital resources for this work.

Feedback from Ryan:

Nice work Nicole! I think you're selling your project short by calling it a "basic introduction" - I think you could say "learn core media literacy concepts and skills" in your inquiry question. Your summary makes a strong case for why this project will be helpful.

I love the idea of one-on-one conferences. I feel that this one of the affordances of technology during the pandemic- that it is much easier to communicate one-on-one with students without 30 other students needing constant supervision.

I like how you identified specific frameworks tied to your learning goals and linked them in your plan. The rationale for the digital tools makes good sense.

In order to meet those standards that you linked in, think about the learning experiences they will need. For instance they might need to see a model, or have guided practice, etc. You might want to think about a protocol to use in one-on-one conferences with students if that will be new for teachers.

See you both at 4:30-5:45 ET for Design Studio part deux!