Note: Friends Dr. Dawn Wilson and Dr. Katie Alaniz were kind enough to share a book they authored in collaboration with Joshua Sikora, Digital Media in Today’s Classrooms: The Potential for Meaningful Teaching, Learning, and Assessment.
|Listen to Dr. Katie Alaniz, one of the authors, share about the book|
In the space below, I’ve included some of my take-aways from the book, stuff that struck my fancy in Chapters 1 and 2, and included my reflections/comments in square brackets [really? that’s unbelievable!]. Feel free to swipe the images highlighting key points and repost them everywhere! Read blog entries relevant to this book. Note that my notes imperfectly capture some of the main ideas in the book. I heartily recommend reading the text!!
My Notes from Chapters 5:
- Chapter 5 – Using Digital Media to READY Students for Learning: Preparing Learners to Acquire Key Knowledge and Skills
- Teachers need to reflect on the following questions:
- Begin with the end in mind. What do students know and be able to do by the end of instructional cycle?
- How can multiple modalities most effectively be incorporated into instruction?
- How can students move through Bloom’s higher levels, analyzing, evaluating and creating?
- What instructional strategies most effectively direct students toward reaching the goal of independently demonstrating their learning?
- What resources will be used?
- What assessment strategies/tools will be employed?
- Will rubrics be used?
- How do you activate engagement, motivation and interest?
- Building a website that demonstrates their content knowledge.
- Constructing a multimedia presentation to teach learned content to others.
- Creating a newsletter or flyer that highlights key findings on a given topic.
- Producing a stop-motion video that displays a process or procedure.
- Designing a cartoon strip that highlights important findings in a unique way.
- Creating a digital story to describe reflections on a particular topic.
- Producing a Sketchcast demonstrating mater of a topic or concept through narration, text, sketches.
- Bruner’s theoretical framework describes learning as an active process in which learners construct their newfound knowledge using concepts derived from previous experience.
- The learner selects and transforms information, creates hypotheses, and arrives at decisions based on a cognitive structure (mental model or schema), which adds meaning and organization to the experience and enables him or her to perform the information given.
- “If students are not paying attention, they are not engaged; and, hence, they are not learning” (Wolfe, 2001).
- When stimuli are ignored, the brain begins to shut down inputs from that particular source. However, if the brain is primed for additional incoming information, the learner is more likely to perceive this input.
- Selective attention of the brain depends on suppression of irrelevant data and amplification of meaningful data (Jenson, 1998).
- When emotional or personal stimuli are present, attention is more powerfully gasped.
- Varying the routing and methods of presenting material increases students’ attention in classroom settings.
- Two types of interest…teachers can influence and/or create situational interest and anticipatory sets seem an ideal vehicle through which to do so (Ormond, 2004).
- Situational interest – short-lived, revolves around an activity or topic
- Personal interest – more enduring, includes pursuits in visual and performing arts, sports, speech, etc.
- utilizes a media presentation to introduce a unit or lesson.
- Effective TEASes seamlessly coalesce media, images, music, and text within a three- to seven-minute multimedia piece, ultimately heightening learners’ interest and motivation.
- A TEASe’s storyline is composed of visual and audio pieces to activiate prior knowledge, very broadly stitched together with short lines of text to guide viewing.
- TEASes that include elements of pop culture and music relevant to students’ lives most powerfully engage learners.
- Should not be used to deliver content to learners, rather, TEASes help students focus their attention and interest at the beginning of a unit, even before the content is delivered.
- Narrative messages wield tremendous influence in changing the attitudes and beliefs of audiences. They allow for a specific reading or viewing experience. They transport recipients into the narrative world, personally involving them cognitively and emotionally.
- TEASes provide a unique opportunity by which to ready students for learning.
This last item reminds me of problem narrative or problem engagement activities in PBL/PrBL.