Topic 8: Diverse Classrooms
Students will come into your class with a diversity of
experiences, competencies, interests strengths and weaknesses and this will
influence how you approach the teaching of media. Not only should you seek to
capitalise on the background experiences, interests and strengths of students,
you will need to consider the literacy needs associated with the background
learning and experiences of your students. To this extent, you will not only be
a teacher of media, but also a literacy teacher – someone who is attentive to
the literacy needs of their students and who responds by employing effective
literacy strategies. These literacy strategies will assist your students to
perform a range of tasks, such as read, view, write and analyse texts, and retrieve
and evaluate information from a range of sources. On successful completion of this topic you should be able to: describe activities and strategies used in media classrooms; describe and employ a range of literacy strategies that support the learning of your students; and evaluate the effectiveness of instructional programs and teaching strategies. Resources Literacy resources at myread.org Information and video about 'differentiated instruction'. Literacy teaching across the curriculum Read about differentiation strategies below:
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Activities Focus Questions 1. Students come into your classroom with a diversity of background experiences that shape their competencies, behaviour and interests. What are some background features of students that a teacher should be mindful of and why? 2. What are some common assumptions about students that teachers should be cautious of making? Explain why for each assumption you can think of. 3. Describe ways you might integrate the use of the scaffolds and organisers in your media classroom? Activities for External Students 1. Do these literacy strategies described in the readings align with the Productive Pedagogies model? 2. Many students may be competent producers of media products, but relatively poor readers or producers of written assignments. How can a media teacher accurately assess a student's achievement using both? Can you think of written forms of assessment that may work effectively with production assessment? 3. Use your readings thus far to create a charter called My Pedagogy. Your charter should contain 10 key principles that define your teaching philosophy and underpin your teaching. 4. Continue developing your website. This will be your last opportunity before you submit it for peer assessment. Workshop Activities 1. Individual workshop presentations and discussion. 2. Does the use of these literacy strategies align with the Productive Pedagogies model? 3. Many students may be competent producers of media products, but relatively poor readers or producers of written assignments. How can a media teacher accurately assess the students’ achievement using both? Can you think of written forms of assessment that may work effectively with production assessment? 4. Use your readings thus far to create a group charter called My Pedagogy. Your charter should contain 10 key principles that not only defines your group’s teaching philosophy and but also underpins the group’s teaching. Note discrepancies and similarities and discuss with the whole group. 5. Continue developing your website. This will be your last opportunity before you submit it for peer assessment. Readings Feedback Create your free online surveys with SurveyMonkey, the world's leading questionnaire tool. |
