Introducing Basic Media Literacy Education Skills with Greeting Cards
Review Publish Date: 2021-02-17 07:02:07
Reviewer: Jennifer Schwelik
Rubric Version: Reviews Review Rubric Version 0.92
Endorsements
Flexible Learning Endorsement |
Summary: This lesson for primary and middle school students stretches over several days and focuses students on media literacy skills around the reasons for composing messages. The lesson technology examples are no longer available; however, easy substitutions are available. The lesson includes on-line and off-line activities that could easily be adapted to a classroom with students who have diverse culture, language, or learning needs. Includes discussion, reflection, and extended learning to incorporate a variety of subject areas and student interests. .
Usability
Meets
Expectations
Flexibility and Adaptability
Exceeds
Expectations
Inclusive Teaching
Meets
Expectations
Research-Based Strategies
Meets
Expectations
Usability : 4/6 Top
a. Materials follow Web Content Accessibility Guidelines.
Reviewer Notes: The teacher facing materials meet minimal usability. Student facing materials, if only the pdf's are used, are appropriate. Note that the student web-based resources are no longer available. Therefore, the lesson will be a off-line lesson using resources and ideas, rather than a lesson to help students with their computer skills. b. Material(s) are not overly resource intense that would require consistent high-speed internet access, such as large video files and multiple high-resolution photos.
Reviewer Notes: Has two web-based tools - one is flash based, the other no longer is available. This lesson could be done as an off-line activity only. c. The visual design of materials is clean and coherent, lending itself to ease of learning.
Reviewer Notes: The student materials that can be used from the lesson are all in pdf. These are clean and easy to read. Flexibility and Adaptability: 6/6 Top
d. Materials are flexible to allow students to access and complete work online or offline as needed.
Reviewer Notes: The resources that students are able to use are in PDF format. The online resources in the lesson are no longer available. The teacher could add a postcard online tool by using a Google Doc template; however, the teacher will need to create the template. There are other online postcard creator tools that have costs associated with them. e. Materials can support and/or facilitate learning in hybrid and/or online delivery methods.
Reviewer Notes: Read Write Think materials are copyrighted with permissions spelled out on the legal statement on the website - http://www.readwritethink.org/util/legal.html f. Teacher supports, documentation, and/or guides for effective use are present.
Reviewer Notes: The research-based practice link to NAMLE (National Association for Media Literacy Eduction) is incorrect on the site. It should be https://namle.net/wp-content/uploads/2020/09/Namle-Core-Principles-of-MLE-in-the-United-States.pdf
Aligns with NCTE/IRA NATIONAL STANDARDS FOR THE ENGLISH LANGUAGE ARTS
(e.3) Use of mobile apps - PostCard
The teacher could easily add some parent tips to assist parents working with students at home. The off-line activities would be easily transferred to parents in situations where the Internet is not easily accessed.
Inclusive Teaching: 4/6 Top
g. Content is presented with an objective view on topic and is free of bias.
Reviewer Notes: The postcard activity suggests using an existing holiday and then creating a new holiday. The activity includes a holiday celebration handout that could be used for any holiday from any culture or ethnic group. h. Content creates student experiences that enable all children to reach empowering and rigorous learning outcomes regardless of their race or income.
Reviewer Notes: Regarding h.2 students could add words or phrases to their postcard. The lesson and materials use English only. It would be easy to incorporate diverse languages in the lesson and resulting student-created work. Uses student created work, a rubric, and exit slip to assist in monitoring students' understanding. i. Content cultivates an awareness and acceptance of a variety of ages, cultures, races, religions, and gender roles and identities.
Reviewer Notes: The activities and lesson materials can easily include many cultures. None of the materials are specific to a one group. Research-Based Strategies: 10/14 Top
j. Content builds on prior learning
k. Content leads to further learning by gradually removing supports and requiring advanced skills and concepts.
l. Content provides for authentic learning, application of literacy skills, student-directed inquiry, analysis, evaluation and/or reflection.
Reviewer Notes: 1.5 Although no specific vocabulary words are outlined, the teacher could easily work vocabulary about writing, postcards, and holidays into the lesson.
1.8 Includes extensions for self-directed learning such as creating cards for actual school events and sending those out. m. Content engages students through discussion questions and other supports that build toward independence.
n. Uses technology and media to deepen learning and engage students.
Reviewer Notes: n.2 Technology is encouraged. Suggest using Google Docs since the tech tools suggested are no longer available. o. Content includes options for differentiation to meet needs of all learners.
Reviewer Notes: The learner is able to use computer, internet, or paper to complete. Demonstrating learning is even among these mediums. p. Instructional approaches used are reflective of best practices and research on what works in education.
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Usability
Flexibility and Adaptability
Inclusive Teaching
Research-Based Strategies
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Endorsements
The Accelerating Learning endorsement indicates that the material meets or exceeds expectations for both the Standards Alignment and Research-Based Strategies indicators.