Michael Genzuk, Ph.D.Joel Colbert, Ed.D.

Multimedia Literacy

Rossier School of Education

UNIVERSITY OF SOUTHERN CALIFORNIA

CUE ConferencePalm Springs, California

March, 2006

A Second-Year Retrospective on an Innovative Teacher Education Program’s Inclusion of Multimedia Literacy Across the Curriculum

Multimedia Literacy in Teacher Ed

Welcome, Statement of the Issue

Overview of MAT Program and Collaboration of RSOE and IML

IML Role in the Collaboration and Initial Training

First Summer Activities‣ Class Projects‣ Class Projects‣ e-Portfolios & Student Webpage

Fall Semester Activities‣ Video Ethnographies

‣ Class Projects

Spring & Final Summer Activities‣ Student Teaching Showcase‣ e-Portfolio‣ Teaching Performance Assessments

Questions & Answers

OVERVIEW OF MASTER OF ARTS IN TEACHING

A unique collaboration between the USC Rossier School of Education and the USC School of Cinema - Television’s Institute for Multimedia Literacy.

The combined Master of Arts in Teaching - Preliminary Teaching Credential Program.

An intensive, accelerated fourteen-month program.

Multiple subject and single subject (science, music) with a bilingual option.

Joel Colbert, Ed.D.

MAT Course of StudyMultiple Subject

MAT Course of StudySingle Subject

Institute for Multimedia Literacy

University of Southern California

IML Role in the Collaboration

IML: General approaches for curriculum development

Authorship

Multimedia language building

Cultural context

Discipline based implementation

IML: M.A.T. specific goalsDeconstruct popular media

Produce multimedia

Teach multimedia literacy

Teach with multimedia

IML: Summer projects

Slideshow presentation - In groups of four, students were to create a presentation considering non-textual communication as a way to convey information.

Soundscape - Using the principles of digital editing, students were to individually produce a two-five minute sound assembly to be incorporated into a lesson of their choosing.

Video project - In pairs and groups, students were to observe and videotape a lesson presented by an experienced teacher, and then analyze the lesson through editing and re-present the content of the lesson using video as the medium.

IML: Fall project

Project Conception - Students working in pairs develop a proposal for a documentary essay going through stages such as Brainstorming, Storyboarding, and Pitching.

Rough Cut Screening - After assembling their footage together, students screen their work for their peers and receive critical and constructive peer led feedback which would be incorporated into their lesson.

Final Project Screening - Students present their final projects to an audience of their peers as well as ROSE and IML faculty as part of a public screening.

IML: Lab content

some examples:

Creating meaning through visual expression

Deconstructing sound iconography

Vestiges of truth in documentary practice

Cultural considerations of video

IML: Fall curriculum

IML: Skill acquisition summary

Creative - digital cinematography and editing

Interpersonal - collaborative learning through project development and management

Foundational - expanding the definition of multimedia through exposure to different types of media, and understanding how meaning is conventionally

generated

Constructive - understanding the social and pedagogical stakes in information representation and media creation

First Summer Activities

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CTSE 520Foundations of Language Education

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School Observations Digital Photography & PowerPoint

Joel Colbert, Ed.D.Michael Genzuk, Ph.D.

School ObservationsGroup A

Stephanie AguonEsther Kim

Michael LinganNicole Maruyama

Our Schools

• Mark Kepple Elementary School (K-6)• 107th Elementary School (K-5)• Weemes Elementary School (K-5)

Three Linguistically and Culturally Diverse Urban Schools

School Demographics

Mark Kepple ElementaryGlendale Unified

• Enrollment: 1090• Base API: 811• Statewide Rank: 8• API Rank-Similar

Schools: 7• Year Round Calendar

650

700

750

800

850

900

794

878

752

785811

All StudentsHispanicLow IncomeAsianWhite

Mark Kepple ElementaryGlimpse of Classroom Environment

Esther (grade 1):• Students were engaged in multiple reading activities (both

group and individual work).• 18 students: 0 English Language Learners.• Teacher guided the students by reading out loud and

asking a variety of questions. She also monitored the work each child was doing.

Classroom Environment:• Decorated with colorful posters and work. • There was a large carpet for students to gather on during

group learning time. • Desks were set in clusters.

Observation Questions

Question #1:What accommodations are made for

English language learners?

107th and Weemes Elementary

Stephanie (grade 1st/2nd combo):

• Teacher has students sitting in groups with English language learners of all levels so they are able to learn from one another.

• Teacher speaks no Spanish.

Nicole (grade 1):• No assistance needed.

Students fluent in both Spanish and English.

• Teacher has both English and Spanish fluency to serve the needs of Spanish speakers.

Question #2:

How is technology incorporated into instruction?

Students Per Computer

0

2

4

6

8

10

12

14

16

5.45.8

13.6

Kepple107thWeemes

107th and Weemes

Stephanie (grade 1st/2nd combo):

• There were 3 computers that the children were using for Waterford.

• Just started using them in March due to no electrical power outlets on three walls of the room.

Nicole (grade 1):• There were 2 Imacs with

phonemic software and the students would take turns throughout the day.

• Overhead projector• Audio tapes

Question #3:What evidence of content standards are visible in the

classroom and used in instruction?

Content Standards

• Michael: Each standard was broken up into sections around the room and student work was displayed.

• Esther: One whole bulletin board with standards posted.• Stephanie: None.• Nicole: All students had special folders with content

standards printed on them.

Question #4:What language theory is being applied in the

classroom?

107th and Weemes

Stephanie:• Combination of Constructive

and Cognitive learning. -Working in groups with an

emphasis on respecting others, working together and building on each other’s knowledge.

-Justifying their own problem solving methods.

Nicole:• Combination of Structural,

Constructive, and Cognitive learning.

-Worksheet distinguishing reality from fantasy completed in groups.

-Teacher walks them through the thought process.

How effective is each theory?

What are some suggestions for improvement?

Esther’s AnalysisMark Kepple, Grade 1

• Language activities were very appropriate for this age level.• Teacher’s enthusiasm inspired students to actively listen and participate

in given activities.• Incorporating music in the daily lesson was interesting and also seemed

to be a good motivator for students to pay close attention and enjoy learning. Visuals aids motivated students to be active engaged in learning.

• Visuals and music appealed to multiple intelligences (Brown, p. 100).Suggestions:• Need more activities to check for understanding, particularly for

English second language learners, since the students reiterate the teacher’s answer most of the time (Bloom’s Taxonomy).

Question #5:

Is there emphasis on group interaction or individualized work?

Group or individual learning?

• Michael: Combination of both group and individual learning.

• Esther: Do their own work, but answer as a group.

• Stephanie: Math work done in groups, but were asked to explain on their own their own individual thought process.

• Nicole: One worksheet by themselves and then got into groups of two and worked together.

Esther’s Emotional Response

• Pleased to see the teacher and the students to interact in a cheerful and friendly manner.

• Encouraging to see enthusiastic teacher and active learners.

• Interesting classroom arrangement.

Stephanie’s Emotional Response

• Impressed with the teacher and her ability to really question the students about their actions and their choices.

• Sad about the state of the school’s environment. There is barely any grass and each class has a designated “play area”.

Bibliography

• Brown, D.H. (2000). Principles of Language Learning and Teaching. (4th Edition)Addison Wesley, Longman, Inc.

• McLaughlin: Fostering Second Language Development in Young Children: Principles and Practice (www.ncela.gwu.edu/pubs/ncrcdslłepr14.html)

• Learning Domains of Bloom’s Taxonomy (http://www.nwlink.com/~donclark/hrd/bloom.html)

First Summer Activities (cont.)

--EDUC 503:

Teaching and Learning in Urban Schools--

Joel Colbert, Ed.D.

Reflecting on Practice. . . Re-teaching by Infusing Multimedia into Instruction

Introduction to Digital Movie Cameras & Final Cut Pro

Video Project: Analysis of InstructionAriana Silva & Mary Liu, MAT Students

University of Southern California

Re-teaching the Lesson with Multimedia

First Summer Activities (cont.)

e-Portfolios & Student Webpage

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EDUC 503:Teaching and Learning in Urban Schools

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Joel Colbert, Ed.D.

e-Portfolio

Student Webpages

Student Webpages

Fall Semester Activities

--CTSE 537

Methods & Models of Instruction for Language Minority Students

CTSE 560Primary Language Instruction in a

Bilingual Setting (BCLAD only)--

Michael Genzuk, Ph.D.

Video Ethnographies - Advanced Final Cut Pro

What is a Video Ethnography?

Currently many social scientists, including educators are employing a multi-media visual observational approach to human behavior known as “video ethnography.”

Start by watching people at school, in the community, at work, or play. Follow with interviews, review of documents, artifacts and personal histories that you can react to. Then continue the process until you’re sure you have something that makes a significant contribution . . . or not.

Finally you tell the story, visually, graphically, scientifically, and artistically.

Video Ethnography Project

This particular project is for student teachers, teachers, and

other educators; it uses desktop movies to help them see and

analyze the diverse kinds of learning, growth and social

interactions that occur in the classroom and additional

learning environments such as the home and community of language minority students (students who come from homes

where a language other than English is spoken).

“Video Ethnographies can provide a remarkable vehicle to both prepare teachers to use multimedia, to develop their observational and research skills, and pass both the abilities and process on to their own students.”

Video Ethnography

Students use a digital movie camera to create “video

ethnographies/documentaries” meant to capture aspects and

characteristics of classroom and community teaching (an

important part of pre-service training of new teachers) and of

ongoing professional development and advanced certification of teachers in many different subjects, or simply to document

the social and academic interactions of students and their

learning communities.

“These video documentaries may help create and grow reflective “communities of learning and practice” dedicated to continual improvement and growth in education.”

Video Ethnography

Video ethnographies can be a “mirror” for both showing student learning, as well as for teachers to explore and present their own teaching practices to others.

Teachers/student teachers use video to make movies for their classroom that they can show other teachers, administrators and parents.

They can encourage other teachers to share and discuss digital videos from classrooms to help create a reflective, professional development community for their own professional growth and that of their colleagues.

“These efforts can help us see the details of good learning and teaching!”

Video Ethnography

One of the main objectives is for Teachers/Student teachers to pass along this multimedia literacy to their own students to add to their student’s expanding multiple literacy abilities.

We have samples of student made desktop movies from 4th graders utilizing this same “process”. The data provide strong evidence that traditional literacy skills can be enhanced through this process, adding multimedia literacy to all the traditional literacies we strive to teach our students.

“Teaching future teachers to use multimedia means making sure they have the skills to use the technology effectively as a teaching tool

so students in their classrooms utilize the power of multimedia to learn and create.”

Remember . . . It is about the process, not the product !

Michael Genzuk, Ph.D.University of Southern California

Student Video Ethnographyby Susan Cho & Helma Lee, MAT Students

University of Southern California

Ethnographic Study - Student’s Written Study & Analysis

Submitted by Susan Cho & Helma Lee, MAT Students - University of Southern California

Fall Semester Activities

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EDUC 511

Reading and Writing Methods for Elementary Teaching

EDUC 512

Reading and Writing Methods for Secondary Teaching

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Michael Genzuk, Ph.D.Joel Colbert, Ed.D.

Video Taping and Analysis

Overview of Multimedia Linked Assignments EDUC 511/512: Teaching of Reading and Writing

Course description: The literacy methods course includes analysis of reading/writing processes; methods/materials for teaching literacy in elementary/secondary schools; issues in biliteracy and instruction; and classroom observation/participation in small-group instruction.

Field Experiences Linked to the Course: A minimum of 26 clock hours of literacy instruction participant-observation in an urban educational setting is required.

‣ Each student is assigned to one classroom in which they maintain a schedule as a participant-observer throughout the semester. The intention of the experiences is to allow candidates to interact with students in the classroom as they engage in literacy activities, to observe an exemplary cooperating teacher, and to participate in literacy instruction of diverse learners.

Key Course Elements Involving Multimedia:

‣ The literacy case study

‣ The two literacy lessons

The Literacy Case Study

During their field experience, candidates work in pairs and identify a struggling reader. Candidates:

✓ Analyze classroom dynamics including teacher style and peer interactions;

✓ Assess a learner using formal and informal literacy assessments to identify student’s strengths and needs;

✓ Develop an appropriate instructional plan based on information from these assessments. The plan will specify actions intended to support student’s reading and writing growth and include alternative classroom structures.

✓ The product of the literacy case study includes a written report with analyses of literacy data and an instructional plan as well as a multimedia portrayal of the struggling reader’s literacy strengths and needs.

The Multimedia Aspect of the Literacy Case StudyCandidates collaboratively create video clips demonstrating reader’s strengths and needs

The Literacy Lessons

Presentation of Two Literacy Lessons

‣ Candidates are placed in pairs in strong literacy-based classrooms in urban schools throughout the Los Angeles area.

‣ Each candidate plans the content and teaches two literacy lessons during the semester. One lesson is a team lesson and one is a solo lesson.

‣ These lessons contain content discussed in the EDUC 511/512 literacy methods course. A doctoral student observes, mentors, and evaluates each candidate’s competence using standards that comply with the California Commission on Teacher Credentialing.

‣ Each lesson is videotaped and then jointly analyzed with the course instructor and or doctoral student mentor and the teacher candidate.

A Sample Literacy Lesson

The value of collaborative lesson analysis is multifold.

The process provides an opportunity for the candidate to self-evaluate their strengths and plan for future improvement.

It also provides the candidate with detailed feedback through collaborative discussion between the candidate, faculty member, and the doctoral mentor/supervisor

Spring and Final Summer Activities

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Student Teaching Showcase and ePortfolio

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M.A.T. students complete the program with a capstone project. In many ways more relevant to teacher preparation than the traditional thesis or comprehensive exams, the e–Portfolio will contain a cumulative assessment of the course work, field research and scholarship.

Joel Colbert

Spring and Final Summer Activities

Teaching Performance Assessments (TPA’s)

Joel Colbert, Ed.D.

PACT (Performance Assessment for California Teachers) is a consortium of teacher preparation programs at a number of California Universities. These institutions have joined together to develop a teacher performance assessment. Successful completion of the teaching performance assessment will be required to earn a California Preliminary Multiple Subject or Single Subject Teaching Credential.

The teaching performance assessments consists of Embedded Signature Assignments (ESAs) and the Teaching Event. Together, the Embedded Assessments and the Teaching Event measure all thirteen Teacher Performance Expectations (TPEs)

Download this Presentation @:

http://www.usc.edu/dept/education/CMMR/CUE2006.html

For Additional Information Contact:

Rossier School of EducationTeacher Education Programs

University of Southern California

Institute for Multimedia LiteracyUSC School of Cinema - Television

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