Non Print Media On Education Education Essay
The positive impact of non-print media on education is increasingly important among students who are struggling to learn English in school settings. As Aufderheide (1993) claims, media influences people’s understanding of social reality. In particular, non-print media has a close relationship with contemporary technology which students have access to in their daily life. The value, belief and understanding of the world views may be constructed from non-print media. For example, the first point is that their participation in online chat provides a precious opportunity to communicate with people in the whole world so as to improve their language expression and construct the world views. Secondly, commenting on fan fiction processing and evaluating online information are beneficial for students to share opinions and develop critical thinking. Thirdly, playing video games, in some ways, develops students’ narrative thoughts, which is helpful for improving their written compositions. Therefore, we need to recognize the genuine pleasures and benefits students receive from non-print media.
Compared with the previous blog 3, I place an emphasis on the teacher’s input this time. The teacher will teach students language structures which will be used in photo captions and utilize non-print media such as movie segments and photos to guide students. When students understand what they need to do in the final presentation, they will pay more attention to non-print media effectively in the preparation stages and gradually find non-print media assisting their language learning.
Barthes (1968) indicates that a writerly text has various meanings, and it requires people to actively explore and appreciate it. Students are asked to make photo albums and recreate or delete one character based on the original movie they choose. In the preparation stage their abilities of innovative thinking and language proficiency are gradually developed. For example, in my activities, the teacher gives examples of how to use language structures to write photo captions. It is a helpful way to construct students’ basic knowledge. When students understand the instructions, they can take the initiative to discuss, search for useful information and work in cooperation with each other. Task 2 requires students to recreate or delete a character and this part is not taught in class but needs students’ active exploration and appreciation. In the presentation, students need to do reasonable assumptions and give detailed explanations.
In my activities, formative assessment will be used to monitor students’ learning progress and score their final presentation because formative assessment is an effective tool to adapt the teaching to meet students’ need. There are some reasons why I use formative assessment. First, it helps the teacher to know what students learn at a particular period and modify the instruction accordingly. For instance, when students ask the teacher questions or present what they have done, the teacher will know current status of their language ability and give them advice. Because of effective feedback from the teacher, students may find opportunity to revise and rethink their learning. I think students need to ask themselves what I have done and what I need to improve in every step. Second, it helps students to reduce pressure. Formative assessment is an ongoing assessment and it focus on process rather than results. In every stage, students may receive the teacher’s feedback and other peer’s suggestion, so they may have clear direction how to do better in the final presentation. To a certain extent, it releases students’ pressure. Their participation in discussion and feedback time also gives them chances to modify and replan the upcoming presentation because the role of formative assessment is to improve learning. So the purpose of using formative assessment is to help the teacher and students clearly know learning improvement in every stage. A student’s feedback form will be designed as one part of formative assessment because I think students’ self-reflective process is very important. When filling in the feedback form, they may rethink what they have done, where they should improve and what they learn from this cooperation work. Student’s feedback form helps the teacher to modify the instruction, and create appropriate lessons and activities next time.
Teaching material and Assessment
Target group:
F.6 ESL students with high English proficiency
Class Size:
6 groups of 4 students (24 students)
Learning Objectives:
·impart basic knowledge of language structures
·improve communication and cooperation skills by using non-print media
·develop critical perspectives on movie characters adaptation
·improve their confidence in speaking English
Non-print media involved:
·Photo
·Movies
·Electronic Magazine
·Facebook
·Websites
Requirements:
·Students work in groups of 4.
·Each group needs to make a photo album and the photos (not more than 15) need to
be chosen from the movie they watch.
Task:
1 Present photo captions (15 minutes each group) by using certain language structures
(the teacher will give the input before the presentation). Every student need to
attend the presentation.
2 Based on the original movie, recreate or delete one character and state reasons.
Date
Duration
Input
Output
Sep 4th
Lesson 1
40 minutes
Break 15 minutes
The teacher needs to
1 teach students some language structures which are used in photo captions
2 tell students what content and features should be involved in captions
The students will
1 understand how to use a one-sentence or two-sentence description in a photo caption
2 know how to use a photo caption to best present the movie theme
Lesson 2
40 minutes
3 show some movie segments and choose photos which best present the theme
4 give the examples by using language structures to describe photos
Students preparation stage
1 Students review what they learn in class individually.
2 Students discuss which movie they want to choose and what photos best represent the theme.
(Remarks: Students can share ideas after class or use online tools such as Facebook because it functions as a discussion board and photo sharing platform.
3 Students can read some electronic magazines because they include the latest news of movies and characters, a great number of photos and film reviews.
4 If necessary, students can ask the teacher questions when they meet difficulties.
5 Each group spends some time rehearsing the presentation.
Date
Duration
Students
The teacher
Sep 16th
Lesson 3
50 minutes
Break 15 minutes
Continuous 50 minutes
1 play some movie segments and briefly introduce the main theme and content
2 show photos album and use certain language structures to describe the photos
3 Illustrate the reasons why your group recreate or delete one character
4 Other group’s students can ask questions if necessary
1 assess each group’s presentation
2 ask questions after the presentation
Feedback Form: Presentation
Group ___ Group member’s name:___________________ Grade:________
Assessment items
Needs improvement
Satisfactory
Good
Excellent
Ideas and organisaiton
1 Can use certain language structures to describe photos
2 Can link the movie theme and supporting details to photos
3 Can express reasons why recreate or delete a character
1
1
1
2
2
2
3
3
3
4
4
4
Language
1 Can use appropriate words and expressions
2 Can use grammar structure clearly
1
1
2
2
3
3
4
4
Pronunciation and delivery
1 Can pronounce words clearly and accurately
2 Can speak at a measured pace
3 Can make the voice heard satisfactorily
1
1
1
2
2
2
3
3
3
4
4
4
4
Communicative strategies
1 Can use appropriate body language (i.e. eye contact, movements, gestures)
2 Can use the available time to cover the main point
3 Can finish the presentation in the regulated time
1
1
1
2
2
2
3
3
3
4
4
4
Cooperation and Responses
1 Can cooperate with group members fluently
2 Can answer the teacher and other students questions immediately
1
1
2
2
3
3
4
4
Comment
Student’s feedback form
Non-print Media
Less use
Appropriate use
Usually use
More often
Photo
Movies
Electronic Magazine
Websites
Do you think non-print media is useful in your language learning? If Yes/No, state some reasons.
_______________________________________________________________________________________________________________________________________________________________________________________________________________
What difficulties you meet when you start your group work?
__________________________________________________________________________________________________________________________________________
In your mind, what do you need to improve in your final presentation?
__________________________________________________________________________________________________________________________________________
What do you learn from this group work?
__________________________________________________________________________________________________________________________________________
Do you have any suggestion for the next activity?