Van Dyke, Angelina and Mahmood, Fatimah. (2011). Contextual Content-based Learning in News Media.

CONTEXTUAL CONTENT-BASED LEARNING (CCBL)IN NEWS MEDIAPresented by Angelina Van Dyke and Fatimah MahmoodBC TEAL Conference @ SFU, Saturday May 7, 2011

WHAT IS CONTEXTUAL CONTENT-BASED LEARNING?

It is a way of designing and learning a course that determines to motivate and empower students to become participants in their

own learning through using current and relevant news media content to initiate them into thoughtful and intelligent dialogue and debate

within a Canadian context.

WHAT DO WE MEAN BY “LEARNING”?

Learning is acquiring new or modifying existing knowledge, behaviors, skills, values, or preferences and may involve synthesizing different types of information. (Wikipedia)

LEARNING STYLESThe most common learning style delineations are auditory, visual and kinesthetic (Fleming's VAK/VARK model).

LEARNING STYLES The most common learning style delineations are auditory, visual and kinesthetic (Fleming's VAK/VARK model).

First published in 1983, Gardner's Frames of Mind presented his theory of multiple intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal and intrapersonal. Since then he has added naturalistic and existentialistic intelligences to the original seven.

LEARNING STYLES AND ACTIVITIES

However, having learners classify themselves as a certain sort of learner can be counter-productive. A variety of activities will help all learners expand their repertoire.

Activities in CCBL news media aim to build language skills, be task-based, cognitively holistic, encourage critical thinking and motivate students as participant learners.

BUILDING LEARNING POWER (CLAXTONS’S BLP)Split Screen Thinking – each activity has the dual objectives of :

Dr. Guy Claxton http://www.dystalk.com/talks/49-whats-the-point-of-school

1. Managing content

2. Developing capacities for

powerful learning

POWERFUL LEARNING – THE 4 R’S Emotionally Resilient: risk-taking, persistent, focused, attentive


Cognitively Resourceful: questioning, imaginative, flexible, critical



Social Relationships: collaborative, empathic, non-defensive, supportive

POWERFUL LEARNING – THE 4 R’SEmotionally Resilient: risk-taking, persistent, focused, attentive


Social Relationships: collaborative, empathic, non-defensive, supportive

Strategically Effective: self-evaluative, generalizing and self-awareDr. Guy Claxton http://www.dystalk.com/talks/49-whats-the-point-of-school

THE IMPORTANCE OF CONTENT Learners with the broadest knowledge base are the ones best able to make sense of the world.


It’s impossible to think deeply about something you know little about.



What you think deeply about in a second language, you will be able to retain and develop.




Lack of space in working memory is the key bottle neck in human cognition.




Lack of space in working memory is the key bottle neck in human cognition.

ESL learners need basic skills committed to memory to free up the mind for deeper learning.Daniel Willingham, psychology professor at the University of Virginia, in his book “Why Don’t Students Like School.”

CONTENT-BASED LEARNING Is related to Bloom’s Taxonomy, a useful guide when incorporating critical thinking goals and objectives in lessons.

Builds from a knowledge content base that exercises higher-order cognitive skills to help learners understand, apply and retain information.

NEWS MEDIA CONTENT AND CONTEXT News media affords comparisons and contrasts between both local and global contexts.


News provokes a variety of representations and responses.



Media bias, slant and spin are affected by editorial positioning in the context of a culture of debate.




Bias is represented by the use of loaded language, and the selection and sequencing of information.

A RECENT EXAMPLE OF BIASThese figures are expenses claimed by various MP's. From the most recent 12-month online report on MP expenses (excluding salaries), here is a sample:

NDP Jack Layton $ 628,913Olivia Chow $530,304 (Jack's wife) Megan Leslie $502,279 Pat Martin $508,773

LIBERAL Michael Ignatieff $ 570,984

CONSERVATIVE Steven Harper $ 281,255

Peter MacKay $392,660.





News reporting represents the democratic values of freedom of speech, the press, and the right to think and question rather than being subject to propaganda.





News reporting represents the democratic values of freedom of speech, the press, and the right to think and question rather than being subject to propaganda.

Learning based on news media content is a learning context that requires critical thinking skills.

WHAT IS CRITICAL THINKING?

WHAT IS CRITICAL THINKING? critical means crucial or related to core criteria and derives from the ancient Greek kriterion (standards); a second sense derives from kriticos, which means discerning judgment.


the correct assessing of statements.


the correct assessing of statements.the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.(Wikipedia)

SKILLS OF CRITICAL THINKERS Clarify goals - raise important questions and problems, formulating them clearly and precisely;


Examine assumptions - think open-mindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences;



Discern hidden values - communicate effectively with others in figuring out solutions to complex problems without being unduly influenced by others' thinking on the topic.

SKILLS OF CRITICAL THINKERS

Clarify goals - raise important questions and problems, formulating them clearly and precisely;



Evaluate evidence - gather and assess relevant information, using abstract ideas to interpret it effectively;




Evaluate evidence - gather and assesses relevant information, using abstract ideas to interpret it effectively;

Assess conclusions- come to well-reasoned conclusions and solutions, testing them against relevant criteria and standards.

DISPOSITIONS OF CRITICAL THINKERS Willingness and ability to evaluate one’s thinking to avoid self-deception or close-mindedness.


Desire to develop the habits of truth-seeking, and to be open-minded, systematic, analytical, inquisitive, confident in reasoning, and prudent in making judgments.

DISPOSITIONS OF CRITICAL THINKERS Willingness and ability to evaluate one’s thinking to avoid self-deception or close-mindedness


Courageous desire to follow reason and evidence wherever they may lead.




Foresight and attention to the possible consequences of choices.

DISPOSITIONS OF CRITICAL THINKERS Willingness and ability to evaluate one’s thinking to avoid self-deception or close-mindedness




Systematic approach to problem solving.





Systematic approach to problem solving. In summary, fair-minded or strong sense critical thinking requires intellectual humility, empathy, integrity, perseverance, inquisitiveness, courage, autonomy, confidence in reason, and maturity in judgment.

PROMOTING CRITICAL THINKING

The key is to create a critical community by asking questions that stimulate learners to think reflectively and critically. Infuse critical challenges in activities that stimulate the mind to think about and take ownership of key concepts and principles underlying the subject.

Nurture five types of tools of thinking: background knowledge of the subject, criteria for judgment, critical thinking vocabulary, thinking strategies and habits of mind or dispositions.

Roland Dase and Le Roi Daniels. Critical Challenges Across the Curriculum.

STIMULATING QUESTIONS – LESSONS FROM SOCRATES

SOCRATIC QUESTIONING Conceptual clarification questionsGet them to think more about what exactly they are asking or thinking about. Prove the concepts behind their argument. Basic 'tell me more' questions that get them to go deeper.

* What exactly does this mean?

SOCRATIC QUESTIONING Conceptual clarification questionsGet them to think more about what exactly they are asking or thinking about. Prove the concepts behind their argument. Basic 'tell me more' questions that get them to go deeper. * What exactly does this mean?

Probing assumptionsProbing of assumptions makes them think about the presuppositions and unquestioned beliefs on which they are founding their argument. This is shaking the bedrock and should get them really going!

* What else could we assume?

SOCRATIC QUESTIONING Probing rationale, reasons and evidenceWhen they give a rationale for their arguments, dig into that reasoning rather than assuming it is a given. People often use un-thought-through or weakly understood supports for their arguments.

* Why is that happening? * How do you know this?

SOCRATIC QUESTIONING Probing rationale, reasons and evidenceWhen they give a rationale for their arguments, dig into that reasoning rather than assuming it is a given. People often use un-thought-through or weakly understood supports for their arguments. * Why is that happening? * How do you know this?

Questioning viewpoints and perspectivesMost arguments are given from a particular position. So attack the position. Show that there are other, equally valid, viewpoints. * Another way of looking at this is ..., does this seem reasonable? * What alternative ways of looking at this are there?

SOCRATIC QUESTIONING Probe implications and consequencesThe argument that they give may have logical implications that can be forecast. Do these make sense? Are they desirable?

* Then what would happen? * What are the consequences of that

assumption?

SOCRATIC QUESTIONING Probe implications and consequencesThe argument that they give may have logical implications that can be forecast. Do these make sense? Are they desirable? * Then what would happen? * What are the consequences of that assumption?

Questions about the questionAnd you can also get reflexive about the whole thing, turning the question in on itself. Use their attack against themselves. Bounce the ball back into their court, etc. * What was the point of asking that question?

REVIEW SOCRATIC QUESTIONINGWHICH QUESTIONS ARE…?

Conceptual clarification questions Probing assumptions Probing rationale, reasons and evidence

Questioning viewpoints and perspectives

Probing implications and consequences Questions about the question

CONTEXTUAL LEARNING Learning is all about context. We think, learn and do to live and thrive in particular places, times and roles.

AWARENESS OF CULTURAL CONTEXT

Affirm and build on students’ backgrounds, goals and values.

Collective / Individualist cultures Honour / Shame - based cultures Power / Fear – based cultures Innocence / Guilt – based cultures View of Authority

Do students value thinking, belonging or participating? “I think therefore I am,” is a Western value. What is the importance of thinking in their culture?

Language and culture are inextricably interwoven.

WHAT MOTIVATES LEARNERS? Attracting students by building on their personal interests and helping them make connections with their experiences.


Stimulating and challenging content.


Stimulating and challenging content. Arousing the mind’s search for meaning through appropriate delivery and management of content.



Keeping information within its authentic context.




Opening the door culturally to ESL learners by treating them as “insiders” into the language.





Creating an atmosphere of “relaxed alertness” high in challenge and low in threat.






Requiring full engagement, interaction and communication.






Requiring full engagement, interaction and communication.

Reflecting on and reviewing learning.

ASSESSING MATERIALS AND ACTIVITIES Build Language Skills: reading, vocabulary, listening, viewing, speaking, pronunciation, writing, grammar, self-assessment

Task-Based: wide range of language functions, wide range of content, opportunities to negotiate meaning, students both respond to and initiate topic development, self-evaluative criteria, student-centered

Cognitively Holistic: Bloom’s Taxonomy – remembering, understanding, applying, analyzing, evaluating, creating

Encourage Critical Thinking: clarify goals, gather evidence, understand other perspectives, solve problems, share opinions, build arguments, examine assumptions, assess conclusions

Motivate Students as Participant Learners: high in challenge and low in threat, meaningful content and experiences, attract individual interests, full brain interaction and communication, review and reflection

SELF-ASSESSMENT SCALES (SAS)Gauge language, social and cultural skills(checklists, rubrics)

Self-assess and peer-assess based on criteria(examples)

Extend learning outside the classroom through interviewing, researching, creating, writing and presenting(examples)

Actively process learning by reflection and review (journals, checklists, tests)

REVIEWING CCBL IN NEWS MEDIA What do we mean by “contextual”? What is involved in contextual learning? Why can the Canadian context be perceived as a threat needed to be overcome? How can we motivate students?

What do we mean by “content-based”? Why is content important? What is significant about news media content?

What is powerful “learning”? How can activities, materials and classroom procedures promote powerful learning?

SOURCES Case, Roland. The Critical Thinking Consortium at SFU /www.tc2.ca/ Claxton, Guy. What’s the Point of School? Rediscovering the Heart of Education.

Oneworld Publications, 2008. http://www.dystalk.com/talks/49-whats-the-point-of-school

Ellis, Rod. Task-Based Learning and Teaching, Oxford UP, 2003. Harrison, J. Neil Smith and Ian Wright. Critical Challenges in Social Studies

for Upper Elementary Students. Series Editors, Roland Case and LeRoi Daniels. The Critical Thinking Cooperative, Simon Fraser University, 2000.

Inch, E. S. Barbara Warnick and Danielle Endres. Critical Thinking and Communication – The Use of Reason in Argument, Fifth Edition. Boston, New York, et al: Pearson Education, Inc., 2006.

Sanderson, P. Using Newspapers in the Classroom. Cambridge UP, 1999. Southwest Education Development Laboratory, 2000.

http://www.sedl.org/scimath/compass/v03n02/1.html SFU ELC Curriculum Development Team Wikipedia on critical thinking, learning and Socratic questioning Willingham, Daniel. Why Don’t Students Like School : A Cognitive Scientist

Answers Questions About How the Mind Works and What It Means for the Classroom. San Francisco: John Wiley and Sons Inc., 2009.

http://www.dystalk.com/talks/49-whats-the-point-of-school

http://www.sedl.org/scimath/compass/v03n02/1.html

THANK YOU FOR ATTENDING OUR CCBL NEWS MEDIA

WORKSHOP!Angelina Van DykeFatimah Mahmood

Van Dyke, Angelina and Mahmood, Fatimah. (2011). Contextual Content-based Learning in News Media.

Documents

Transcript of Van Dyke, Angelina and Mahmood, Fatimah. (2011). Contextual Content-based Learning in News Media.