Pecha K ucha

1. PechaKucha Virginia B. Cain University of Southern California EDUC 506: New Media Literacies in High Needs Schools June 9, 2014 Dr. BrendeshaTynes

2. At the Start of the Course • Limited technology use • Not comfortable with the idea of teaching with media

3. At the Start of the Course • Did not realize the importance of using media and literacy to engage students • Did not know the importance of a student’s need in technology and media skills to compete with their peer’s in today’s society

4. Setting • Grade 11 Social Science: US History College Prep • Focus: Civil Rights and Activism Era Unit on Freedom Summer

5. Setting Cont. • This lesson will take place in a classroom setting at Garey High School in Pomona, California. • It is a high needs school with a 91% Hispanic population with 2,100 students enrolled.

6. Freedom Summer Learning Plan • This learning plan is to introduce students to the Civil Rights Movement by studying the Freedom Summer. • The Freedom Summer played a role in the Civil Rights Movements and Voting Rights Act of 1965 and is often not taught to high school students in United States history courses.

7. Revised Lesson Plan • Before: My learning plan is for students to create a FaKebook page profile for an individual or movement group during the Civil Rights and Activism movements from the 1960s-1970s. • Students will create the profile page using http://www.classtools.net/FB/home-page.

8. Revised Lesson Plan Cont. • Weakness: Students already know how to create and use social media like Facebook • Not really engaging in high order thinking • Simple project and not really learning any new skills

9. Revised Lesson Plan Cont. • Picked a new topic to study on • Might already have knowedlge in Civil Right leaders and groups (e.g., Rosa Parks, Martin Luther King Jr., etc.) • Learn something new (Freedom Summer)

10. Revised Lesson Plan Cont. • New Learning Outcome: • Students will also use their information to connect examples of nonviolent protest and roles youth have in United States history using various technology and skills. • Students will use high order thinking by being able to analyze the different nonviolent strategies with current issues today.

11. Learning Objectives • By the end of the lesson, students will understand the role Freedom Summer had in the Civil Rights Movement. • Students will also understand the effect and roles that organized groups (e.g., CORE) and youth had in changing history using nonviolent protest.

12. Learning Theory Applications • Social Cognitive Theory- • Students can learn effectively in a social interactive environment. • Self-efficacy –Students gain high self-efficacy in a social interactive environment(e.g., group discussions) • Self-regulate- become less dependent on the teacher.

13. Learning Theory ApplicationsCont. • Participating in small group discussion and working in groups also increases a student’s self-thinking and self-esteem. • Time management skills and how to use their peers as a resource. • Modeling- learning by observation

14. New Media Literacy Skills • Digital Citizenship- Students will learn what it means to be a digital citizen, how to be a digital citizen, and proper online etiquette. • Information (Digital) Literacies – Students will learn how to find credible websites to use for research.

15. New Media Literacy Skills Cont. • Flipped Classroom- Students will learn to access the teacher’s material outside the classroom. Students will come to the next class ready to start group and classroom discussion and have questions answered or make comments. • Weebly- Students will learn how to create and publish their own website.

16. Why Weebly? • Learning a new skill (how to make a webpage) • Easy and simple to use • Students can use different types of media • Students are able to express themselves creatively

17. Why Weebly? Cont. • Teacher control over environment (e.g., what is public or private, student access, etc.) • Free • Many features (e.g., blog, documents, videos, etc.)

18. Developed as a Person • Before: Didn’t understand what a 21st century teacher was • Now: Know what a 21st century • Understand what it means to be literate

19. Developed as a Person Cont. • Learned different ways to use technology in the classroom (e.g.,Apps, video conference, etc.) • Learned how there is a need for education in media literacy for students of the 21st century.

20. Developed as a Person Cont. • Without an understanding of the new types of media literacy from teachers and adults, students can expect to become part of the participation gap that will make them unprepared in today’s society. • As educators, understand the importance of teaching media literacy.

21. Developed as a Person Cont. • I will leave this class feeling more confident in becoming a 21st teacher • New resource to use in classroom setting • Create student engagement • Create new skills for students to learn • Combine media and literacy in classroom setting

22. Work Cited • Work cited for pictures • Slide 4: www.tioh.hqda.pentagon.mil • Slide 5: www.help.com • Slide 9: www.crmvet.org • Slide 16: www.applewildtechnology.wordpress.com • Slide 17: www.rocket-space.com