beyondwebct

En el pasado reciente, el Día de San Patricio era celebrado solamente como una fiesta religiosa. Se convirtió en una fiesta pública en 1903, por el “Bank Holiday” (Irlanda) Acta

l desfile más grande del Día de San Patricio tiene lugar en la ciudad de Nueva York

Bloom

applies only to acquiring knowledge in the cognitive domain

involves intellectual skill development.

The original Bloom’s Taxonomy contained six developmental categories: knowledge, comprehension, application, analysis, synthesis, and evaluation. The first step in the taxonomy focused on knowledge acquisition and at this level, students recall, memorize, list, and repeat information. In the second tier, students classify, describe, discuss, identify, and explain information. Next, students demonstrate, interpret, and write about what they’ve learned and solve problems. In the subsequent step, students compare, contrast, distinguish, and examine what they’ve learned with other information, and they have the opportunity to question and test this knowledge. Then students argue, defend, support, and evaluate their opinion on this information. Finally, in the original model of Bloom’s Taxonomy, students create a new project, product, or point of view

factual, conceptual, procedural, and metacognitive.3 This newer taxonomy also moves the evaluation stage down a level and the highest element becomes “creating

intellectual skills and behavior important to learning

interactive activity

across grade levels and content areas

EMPLOYING COPYRIGHTED MATERIAL IN PREPARING CURRICULUM MATERIALS

These materials may include samples of contemporary mass media and popular culture as well as older media texts that provide historical or cultural context.

SHARING MEDIA LITERACY CURRICULUM MATERIALS

Educators using concepts and techniques of media literacy should be able to share effective examples of teaching about media and meaning with one another, including lessons and resource materials

STUDENT USE OF COPYRIGHTED MATERIALS IN THEIR OWN ACADEMIC AND CREATIVE WORK

Students include excerpts from copyrighted material in their own creative work for many purposes, including for comment and criticism, for illustration, to stimulate public discussion, or in incidental or accidental ways (for example, when they make a video capturing a scene from everyday life where copyrighted music is playing).

Because media literacy education cannot thrive unless learners themselves have the opportunity to learn about how media functions at the most practical level, educators using concepts and techniques of media literacy should be free to enable learners to incorporate, modify, and re-present existing media objects in their own classroom work. Media production can foster and deepen awareness of the constructed nature of all media, one of the key concepts of media literacy. The basis for fair use here is embedded in good pedagogy.

DEVELOPING AUDIENCES FOR STUDENT WORK

Students who are expected to behave responsibly as media creators and who are encouraged to reach other people outside the classroom with their work learn most deeply.

In some cases, widespread distribution of students’ work (via the Internet, for example) is appropriate. If student work that incorporates, modifies, and re-presents existing media content meets the transformativeness standard, it can be distributed to wide audiences under the doctrine of fair use.

educators should take the opportunity to model the real-world permissions process, with explicit emphasis not only on how that process works, but also on how it affects media making.

message

analog

the best presenters often scratch out their ideas and objectives with a pen and paper.

whiteboard

sketch out my ideas

write down ke

points

outline and structure

speaking and connecting to an audience

persuade

storyboard

I draw sample images that I can use to support a particular point, say, a pie chart here, a photo there, perhaps a line graph

content to flow

notes

iStockphoto.com

presentation structure

logic of your content and the flow of the presentation

(so what?

"sell" your message in 30-45 seconds. I

essence of your presentation content and write it on the back of a business card?

Good presentations include stories. The best presenters illustrate their points with the use of storie

relevant

remember

memorable

remember

Good stories have interesting, clear beginnings, provocative, engaging content in the middle, and a clear, logical conclusion

rehearsed

several times

What is the purpose of the event?

Who is the audience?