Session+11

=Session 11: Teachers' Domain=

__11.1 Using Teacher’s Domain.__
__[|Teachers' Domain]__ //Massachusetts Teachers' Domain// is a free digital media service for educational use, brought to you by WGBH, WGBY, the Massachusetts Department of Elementary and Secondary Education, and our partners in public broadcasting. You’ll find thousands of media resources, support materials, and tools for classroom lessons, individualized learning programs, and teacher professional learning communities. Trail of Tears Video media type="custom" key="10287467" [|American Stories: Teens and Immigration] This lesson from Teachers' Domain is saved in a folder entitled Writing and Perspective.
 * //American Stories: Teens and Immigration//** shares the stories of four teens and their struggles with culture, language, and prejudice as they adapt the their new homes in the United States. The work created and the informative videos p[rovide a perfect introductory lesson for an independent reading project designed to help students learn about other people and to share about their conflicts and motivations.

**__Create a “lesson-on-the-fly”__**
[|http://www.teachersdomain.org/resource/bf09.socst.us.const.miranda/]·
 * "Miranda v Arizona**

Consider the strategy: Frame, Focus, Follow-up. =Frame, Focus, and Follow-up= To supports students' negotiation of a rich understanding of digital video:

**Frame:** Provide a context that helps students make connections to the main content of the video. To activate prior knowledge ask students questions about the topic to be explored.

**Focus:** Help students to notice the important moments in the video by providing them with something specific to look for while they watch.

**Follow-up:** Give students an opportunity to discuss what they saw. By answering questions and describing elements of the video, students consolidate their understanding and have a chance to reflect on their viewing.

After watching the Miranda v Arizona video students should be presented with the opportunities that are provided on the site to learn more about the Supreme Court. Introduce in a whole class activity the accompanying Video Series, the Timeline, additional essay, and Games.
 * Lesson Draft: - Sample Lesson-on-the-fly**


 * Frame:** Ask students what they know about the Supreme Court beyond what information has been learned in viewing the Miranda v Arizona video. Ask students about issues of fairness and justice in their own lives and situations. Have students attempt to identify significant areas where injustice impacts the lives of people living in America.


 * Focus:** Have students choose two sources to investigate issues of injustice and justice provided through the Video Series and the Timeline. Ask them to pick and carefully view these two additional sources of information and to provide a quick summary of the information learned and a personal commentary about whether this shows the Supreme Court moving the country towards a society with more justice or with less justice. Make sure students elaborate on what they learned and what they believe.


 * Follow-up:** Have students prepare to share about one of the sources they visited. Make sure that they focus on the role of the Supreme Court and on issues of justice and/or The Constitution.

Sample original: create a “lesson-on-the-fly” using the video about Teen Immigrants. ..

Additional Technology Resources:
I tried more than once, but although these links do not bring me to the titled page, they do link to the Teachers' Domain Home page. [|Technology Guide to Teachers' Domain Workshop] [|Introduction to Teachers' Domain Workshop] [|Using Teachers' Domain in the Classroom Workshop]

This link works perfectly: [|Using Folders and Groups Workshop]

**11.2 Using resources on Teachers' Domain Legally**
__Download video from Teachers' Domain that I might use in a lesson:__

OER - I was amazed by the variety and. ..

__Using Blogs for peer feedback and discussion - Case study__
This case study features Tam Nguyen from The University of New South Wales, describing how a blog was used in one particular teaching context to promote peer-to-peer interaction, feedback and discussion. Tam's students also integrate YouTube and Flickr into their blogs, maximising the potential of both social media and a learning management system. While the case study does examine one particular teaching application of a blog, the principles discussed can just as easily be applied to any teaching situation where the ability for individuals to chronologically record a learning process, collate different learning resources such as text, video and audio, and increased peer feedback or discussion between students is desired. This episode will examine the context, planning and teaching within the case study, and highlight any issues that were encountered, and benefits that make this type of online teaching worthwhile.

media type="youtube" key="T4HLGRzhWBs?fs=1" height="313" width="503"

I'm thinking that this lecture could help me and possibly be used to introduce students to working collaboratively using techology for the independent reading project.
===

===

**"Learning Through Video Production"**

 * Develop my own video-production - definitely not in Kansas! And post online???**
 * OER**
 * [|Open Educational REsources]**

Online teamwork and collaboration
"While developing effective teamwork and collaboration skills are considered important to the learning process, many students find group work challenging and difficult. In this episode we explore how Internet technologies can improve the collaborative process within online teamwork, and offer some useful strategies for facilitation and assessment."

media type="custom" key="10287887"
11.4 Center for Social Media, School for Communication at American Unversity [|Code of Best Practices in Fair Use for Media Literacy Education]

"Can you use popular culture to teach critical thinking?" (This document is a code of best practices that helps educators using media literacy concepts and techniques to interpret the copyright doctrine of fair use. Fair use is the right to use copyrighted material without permission or payment under some circumstances—especially when the cultural or social benefits of the use are predominant. It is a general right that applies even in situations where the law provides no specific authorization for the use in question—as it does for certain narrowly defined classroom activities.)

Before watching the video, I believe many teachers, myself included, try to use popular culture to force critical thinking and to help students make connections to assigned texts.

Read "The Code for Best Practices."

Presents an overall conclusion about the long standing conflicts between publishers and teachers who fear copyright infringement and fair use rights for educators and students which is more liberating in the adaptation of copyrighted materials in classrooms.

Creative Commons - nonprofit corporation - assists in sharing and building "upon the work of others, consistent with the rules of copyright."

[|Creative Commons]