“You can’t teach a man anything, you can only help him find it within himself.” Galileo Galilei The mass media thrive today. As developme...
“You can’t teach a man anything, you can only help him find it within himself.” Galileo Galilei
The mass media thrive today. As development is scientifically shown, students experience various forms of media through technologies. These blooming materials should not be ignored; The role of ESL teachers is to keep up with the current language instructions matching the media forms as springboards for the originally planned language tasks to harmonize the interests of the students that the real-world situation constantly exposes. There is a one-to-one correspondence between technology and the media. As technology increases, the media develops several ways that can be activated as operational materials to influence people interested intellectually. In order to discover these materials & # 39; educational potentials, teachers need to discover the essence of media literacy by evaluating their viability themselves.
Environmental changes influence students, which drives the creative initiative of teachers to use innovation in the construction of activities that serve students. interests for the promotion of interactive classrooms. The creation of a collaborative educational environment replaces the students & # 39; Tedious and welcomes the newly designed ideas that guarantee the absorption of knowledge This concept does not absolutely replace the mandatory textbooks, but expressing media creativity can serve as tools to broaden students’ learning horizons. Classrooms help basic learning, not to mention that these are not the only direct sources of students & # 39; intelligence. With the advancement of technology today, students find the means in their homes. The responsibility of an educator is to guide them in the sense that these are not only intended for entertainment, but could be extensions of learning while having fun. Therefore, with the use of these media forms, English teachers can teach non-native speakers through the media as facilitators through any approach they may pose as hypotheses. However, this ingenious construction of instructional materials must be in conjunction with the curricula implemented by the educational organizations to which they are affiliated. But the use of these materials needs teachers & # 39; willingness to prepare properly. It is timely and relevant that the teachers & # 39; The preparation establishes acceptable levels to didactically maneuver students.
Here, the writer uses practical forms for teachers & # 39; to reflect on your awareness of literacy in the media through the evaluation of current or previous exhibitions demonstrated to the forms of media and multimedia tools, the media and knowledge of media technology past and current, knowledge of instructional technology tools that facilitate media materials, interconnections of material media for the curriculum taught, which reflects media materials as viable trampolines For the instructions, it identifies some significant indicators of the integration of media literacy into an instruction and has knowledge of the integrated components of instructional design for teaching through media materials along with an exemplified example of a material derived from Pelí ass (s.
Acquiring the rudiments of the media as a way to promote 21st century learning can lead to an assimilated consciousness known as media literacy. As used operatively in this article, the importance of media literacy is to prepare educators to process varied learning styles through media forms, mainly acquiring knowledge of them, understanding their contents and analyzing their effects for students as an audience. . It is perceived that through an intensive review about its importance and abilities to challenge students & # 39; Critical thinking, educators can use these materials to receive instructions.
These reflections of media literacy can be applied to any academic discipline, but the writer’s conception here is oriented through language instructions.
One of the means to assess the level of media literacy is to reflect questions asked that determine the scope of perception.
1. Evaluate previous exposures to the media and multimedia materials.
Teachers can virtually assess their experiences in the media inside and outside the classroom.
1. Have I read several printed media materials in the preparation of teaching supplies?
2. Have I got used to authentic materials & # 39; principles and types?
3. Have I reviewed essential television programs / movies / videos / documentaries, etc.?
4. Have I used transmission and print materials?
5. Have I used print and broadcast ads as a springboard?
6. Have I derived materials from print or broadcast media?
7. Have I obtained materials from sources with which I am familiar?
8. Have I downloaded various viable materials from the internet?
9. Have I given familiar examples to the students? Current social media environment?
10. Have I spread the importance of the media in teaching?
11. Have I designed tasks with materials from other social networks?
12. Have I disseminated knowledge in the media with the provision of technological tools?
13. Have I integrated linguistic functions apart from the linguistic approach in my materials?
14. Have I achieved my teaching objectives through the media and technological tools?
15. Have I anchored my lessons with material issues designed by the media?
16. Have I considered the gender of the materials? Is it a movie, an advertisement, etc.?
17. Have I used visibly useful materials in conducting language classes?
18. Have I instilled theories of media learning and technology when using these materials?
19. Have I used media and materials related to technology in the last five years?
20. Have I noticed contrasting ideas in a planned lesson that are not suitable for students?
21. Have I analyzed material background? Have you connected with informative ideas?
2. Reflections on the media and knowledge of previous and current technological materials.
Teachers can reflect on their previous and current exhibitions and knowledge. Determining the inadequacy of knowledge weighs significantly and considers that the poor salient points must be addressed by themselves.
1. Do I know the terminologies related to the media?
2. Do I know the gender or classification of the media?
3. Can I classify the materials & # 39; gender of media and sources?
4. Am I sensible about the distinctions between transmission and print media?
5. Am I aware of the materials that thrive on the Internet?
6. Am I aware of the nature of the ads?
7. Can I classify the news base by proximity, current affairs, human interest, etc.?
8. Can I identify the difference between multimedia materials under authentic classifications?
9. Do I know the general functions of the media for students?
10. Can I explain some restrictions or censures to students as a hearing?
11. Am I aware of silent films, biographies, travel diaries, documentaries, live reports, subtitles, film credits, trailers, promotional posters, loglines, movie scripts, live reports, posters, movie themes, music themes , soundtracks, cinematography, news items? , subtitles, key phrases, parental guidance, restrictions, movie ratings, programming, product approval, censorship, announcements, obituaries, legal notices, vital media, comments, etc.
3. Knowledge of the educational technology tools that facilitate media materials.
Knowledge of the instructional tool is vital in the dissemination of the lesson since most of the media materials have the ability to dictate the use of technological tools that at the same time reveal and guide the strategies that teachers can Use in your instructions.
1. What are the multimedia instruments that I can operate in conducting my lessons?
2. What computer programs, applications and software can you manipulate?
3. What are some devices that create instructions to be adequately technological?
4. How will I extract these materials from the media from their contemporary sources?
5. How will I download, redesign, enrich, format and restructure a particular digital material?
6. What are the available institutional technologies that align with my instructions?
7. Why do I use PowerPoint, Microsoft Word, Movie Maker, etc. to elucidate my trampolines?
8. Why is it necessary to upload materials to my students website account?
9. How do I upload and download educational material from the website?
10. What are the appropriate forms of technological materials to carry out my lessons?
11. How can I make a hard copy of this material on hard copies?
12. How will I project these materials on the board while highlighting the keywords in varied colors?
13. How can I directly show the silent short film from its origin during a teaching session?
14. What hardware can I use to replace a CD in the absence of a CD player?
4. Interconnections of media materials with the curriculum.
1. Do they connect globally with the sanctioned principles and theories of language teaching?
2. Are they related to the behavioral objectives of the English language program I am teaching?
3. Do they produce specific sub-skills to support the general objectives of my instructions?
4. Do they produce the acquisition of cognitive, psychomotor and affective learning behavior?
5. Do they indicate thematic importance in the lessons & # 39; textbooks & # 39; chapters or units?
6. Do they indicate greater importance for the students & # 39; language performance evaluation?
7. Do these students support & # 39; Skill performance apart from competition?
8. Do my students’ thinking skills develop in ascending order?
5. Viability of media materials such as trampolines for instructions
1. Are they applicable to the suggested components of language tasks?
2. Are they viable as a springboard for language teaching?
3. Do they fit the appropriate linguistic content to be deliberate?
4. Are they suitable for students & # 39; development of specified macro skills?
5. Are you anchored in the achievement of my lessons & # 39; behavioral objectives?
6. Are these activities capable of satisfying the relevant components of the tasks?
7. Are they accepted in terms of the principles that make up authentic materials?
8. Are several tasks possible for the four macro skills?
9. Are they closely related to grammar, vocabulary and macro skills? acquisition?
10. Are they culturally appropriate to the standards of my students?
11. Are they able to produce a systematic development of students & # 39; Critical thinking skills?
12. Are they aligned with favorable values that reinforce human behavior?
6. Some indicators of the integration of media literacy in language instructions.
It is possible that the curriculum you are following has not stipulated the use of media literacy in language teaching. However, simply involving the knowledge of the media and instructional tools in the program implies that it is being practiced. Here, we develop some broad reflections that demonstrate media literacy applications based not only from an example but through general media materials. Here are some questions that involve the integration of media literacy into teaching.
1. Did I supervise my students & # 39; Judgment on issues other than language structures?
2. Did I encourage you to express opinions through the practice of the language learned?
3. Did I offer tasks to find interesting topics related to past lessons?
4. Did I introduce varied titles to modify them while retaining the themes?
5. Did I give them time to express ideas in various media such as posters, drawings, etc.?
6. Did I present the active mood of prayer favorable for the dissemination of information?
7. Did I discuss credible sources of ideas about modern learning to navigate?
8. Did I use varied texts of the media genre in my instructions?
9. Did I enrich learning through related visual and auditory means?
10. Did I use modern materials to reinforce and motivate my students to the current lesson?
11. Did I link examples in real-life contexts such as the siege that occurs in Syria?
12. Have I given them the privilege of speaking or writing an essay about their judgments or opinions?
13. Did I provide activities for students to express ideas by dramatizing, presenting news, etc.?
14. Did I deal with the script’s homonyms that stimulated discussions of terms in varied contexts?
15. Did I present social networks as a way of presenting information and / or ideas?
16. Did I introduce critical thinking through a trampoline on an ascending level?
17. Did I use television like CNN, BBC and Aljazeera news as tools for listening and writing?
18. Did I familiarize you with informational websites such as the disadvantages of virtual games?
19. Did I introduce a lesson through direct YouTube material?
20. Did I allow to evaluate two contrasting cultures, people and places of media sources?
21. Did I assign an activity where computer applications are used to identify responses?
22. Did I show a graph for students to reflect and react to media information?
23. Did I encourage my students to express views of a video producing their own versions?
24. Did I provide material on the media as a global way to disseminate information?
25. Did I give you an activity to assess the disadvantages of a particular ad?
26. Did I offer you the opportunity to provide a defense base from images, scenes, etc.?
27. Did I instill the idea that all movies don’t have quality during a movie discussion?
28. Did I incorporate the idea that children who watch a program on television need guidance from the elderly?
29. Did I monitor the solutions suggested during discussions on issues that affect today’s society?
30. Did I censor some pronounced languages and show movie scenes to be seen?
31. Did I use materials within the students & # 39; level of interests, understanding and cultural education?
32. Do I present a theme that contradicts beliefs or religion? Is this acceptable in media literacy?
33. Did I plan, prepare and carefully execute my multimedia materials for instructions?
34. Did I give a history of the materials before continuing to demonstrate the lessons?
7. Knowledge of integrated instructional design components for media material.
The teaching process involves some elements that will be used to organize the lessons. Despite the common lesson plan formats, there are some components to familiarize yourself with, as illustrated by examples. These design components depend on the type of material that will be used for instructional designs and the terminologies applied may vary institutionally. The components will be clarified by the multimedia material of the advance of the films, particularly a script.
Components of institutional learning
Entry name: The Great Raid trailer script
General instructions: read the script of the advance, then look and listen carefully.
Context Information During the Second World War, the Philippines is one of the third world countries occupied by the Japanese imperial army. Japan was then an ally of communist Russia.
Behavioral objectives or expected results
1. Consider the events that occurred between the scenes interspersed in any order. (understand)
2. Order the events you noted in the advance. (analyze)
3. Write a narrative paragraph of the sequenced events. (create)
4. Use indirect speech and transition expressions to write a paragraph. (Apply)
5. Present an opinion on the effects of war. (Apply)
The order thinking skills included clarify the distributed order thinking skills based on the behavioral objectives or expected results. All managed lessons are expected to produce results. The results are reflected in the specific objectives of the teachers. These specific objectives are derived from order thinking skills & # 39; sub-skills These will indicate to the students & # 39; performance levels
Classification of multimedia material: printed material (script), listening and visualization material (advance)
General Media input genre: a movie
Specific media entry (s): script and scenes from the action movie trailer
Language approach: indirect speech and transition expressions
Language functions: sequence events, express ideas and opinions sequenced
Skills: Listen and write
Results of the task: narrative writing of paragraphs,
Opinion monitor: student reactions to the devastating effects of war
The Great Raid trailer script
General Douglas Mc. Arthur: I’m here to tell you, man, that you finally have a mission worthy of rangers. When you advance along our front line and rescue 500 American prisoners of war. Before you start congratulating yourself, remember that you have not achieved the best. With the best training and best tested in this battalion throughout the army, this is your only chance. Do something about it. I mean, an opportunity. It’s clear!
American Rescue Battalion: Yes, sir!
Voiceover: They were husbands, children and parents … And so with the man inside
Soldier prisoner of war: I spend the last three years thinking about the words I want to say.
Japanese Imperial Army Officer: This woman is the head of the anti-front movement!
Japanese soldier: Who do you think smuggles our medicine into the field?
Guerrilla member: that is not enough!
Woman: Let’s get out of here! It is a configuration!
Voiceover: it was almost certain that his mission would fail.
US rescue team soldier: … we cannot guarantee the safety of prisoners. Ten thousand in the river, ten thousand roam. I think we need a little miracle …
Japanese Imperial Army Officer: He stayed in the Philippines to be near you.
Do you think you are right to survive this war?
Soldier prisoner of war: I like being here for his surrender.
Voiceover: But when you face the unthinkable!
Member of the US rescue team: as we move forward in the area, I think the Japanese will kill the prisoners.
Voiceover: They would try the impossible … The Miramax movie presents the true story of the greatest rescue mission ever attempted.
Soldier prisoner of war: Dear Margaret, while comforting it has been knowing that there is someone who desires our lives more than our enemy desires our deaths. Without what there is, there could not be your love.
Voiceover: at the moment when men of honor become soldiers of destiny … there is a prize for freedom. A prize: some are willing to pay.
In order to assess the effectiveness of your lesson through a media springboard, it is suggested to reflect on these questions.
1. Have I considered the components while handling media teaching materials?
(input, instructions, basic information, objectives, classification of media material, specific media input: specific gender of media input: language approach: language functions, objective skills, output (s) of tasks
2. Were my goals specifically expressed?
3. Did I modify my thinking skills based on my specific goals?
4. Were my goals obviously achieved?
5. Were the objectives synchronized with the evaluation, which is the result itself?
6. Did I process the language approach specifically, transitional expressions, direct and indirect speech?
7. Were language functions achieved in an observable manner?
8. Did I introduce the procedures before the writing activity?
9. Did I exemplify the main sentence, the supporting details and the final sentence before writing?
10. Did I give you the opportunity to express your ideas about the destruction of war?
11. Was the input appropriate for the language approach, language functions and outputs?
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