PRIVATE EDUCATION ASSISTANCE COMMITTEE
ADAPTIVE TEACHING GUIDE
Most Essential Topic # 1: Introduction to Media and Information
Prerequisite Content-knowledge:
Information from Various Sources
Communication Process
Prerequisite Skill:
Uses conventions in citing sources
Navigates a website using essential features, e.g., using headings, links, etc.
Researches a topic with support using two or three sources
Prerequisites Assessment:
Selective Response: Multiple Choice
Choose the letter of the correct best answer for each item.
1. What source of information is being referred to by the following?
-It contains citations of articles in magazines, journals, and newspapers.
-It may also contain citations to podcasts, blogs, videos, and other media types.
A. Catalogue
B. Database
C. Print media
D. Advertisement
2. What type of sources offer direct and unfiltered information but may require interpretation and analysis?
A. Primary
B. Secondary
C. Tertiary
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D. Indigeneous
3. Why is it important to carefully evaluate information from different sources?
A. It helps in forming biased opinions.
B. It allows for quick decision-making.
C. It prevents the need for critical thinking.
D. It ensures the information is accurate and reliable.
4. Consider the vital role of media and information in fostering effective communication. Among the following scenarios, which one vividly illustrates this relationship?
A. A Media and Information Literacy (MIL) student adeptly organizes and stores files using Google Drive, streamlining data accessibility and collaboration.
B. A diligent school administrator meticulously crafts a compelling speech for an upcoming assembly, leveraging media tools to enhance message delivery and audience engagement.
C. An innovative teacher meticulously designs a structured instructional activity, leveraging media resources to facilitate comprehensive learning experiences for students.
D. A close friend promptly shares an insightful infographic on energy conservation, responding to your specific request showcasing how media can efficiently disseminate valuable information to
promote awareness and understanding.
5. While reading a long article on a website, what feature can help you quickly jump to different sections?
A. Closing the browser tab
B. Randomly clicking on the screen
C. Using the scroll bar on the right
D. Using the headings within the article
Pre-lesson Remediation Activity:
1. For teacher-trainees with Insufficient Level of Prerequisite Content-knowledge and/or Skill(s):
● reading activities (communication) (limited access to digital resources)
● audio-visual materials (explainer videos, tutorials, etc.): https://www.youtube.com/watch?v=q6u0AVn-NUM; https://www.youtube.com/watch?v=Q_ZbckRPCpQ
● article review
Communication process: https://massmediaassignments.wordpress.com
Information from various sources: https://ufh.za.libguides.com/c.php?g=91523&p=590868
Researches a topic with support using two or three sources: https://open.lib.umn.edu/writingforsuccess/chapter/11-4-strategies-for-gathering-reliable-information/
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2. For teacher-trainees with Fairly Sufficient Level of Prerequisite Content-knowledge and/or Skill(s):
● reading activities (limited access to digital resources)
● open-ended responses
Introduction:
1. Time frame a student is expected to finish learning the lesson (and where to contact the teacher when concerns arise).
The first one hour and 45 minutes will be spent on the presentation and discussion of the key concepts in media and information.
Online and Distance (Online + Offline remote)
The teacher-trainees can communicate with their trainer via text or call, LMS, or social media messenger.
Blended (Online + In-person On-campus)
The teacher-trainees can communicate with their trainer during the on-campus meeting and utilize the channels for Distance Learning during off-campus days.
2. The knowledge (RUA) the teacher-trainees are expected to gain from learning the topic/lesson
● describe how media and information affect communication
● identify the similarities and differences of these terms: media literacy, information literacy, and technology literacy
● cite ways how to use media and information responsibly
3. Context where the teacher-trainee is going to apply his/her learning (In what PAA/EAA and personal use?)
● EAA/PAA: Concept Proposal
● Proper perspective for self-expression through media involves understanding the power and reach of different media platforms and using them responsibly and effectively to
convey your message
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4. Overview of the Lesson
The Introduction to Media Information and Literacy discusses the different key concepts, such as media, information, and technology literacies, their similarities and differences that have a
direct impact on your understanding of how media and information affect communication and on how to use them responsibly.
You will go through varied activities for you to be able to describe how media and information affect communication, identify the similarities and differences of the key terms in media
literacy, information literacy, and technology literacy, and discuss how media and information should be used responsibly.
You may use any Socialized Discussion Board using your LMS or any application (Padlet, Socrative, Flipgrid, etc.) to ensure active engagement. Otherwise, you may opt for written submission
or face-to-face group discussion.
The proper perspective for self-expression through media and the judicious use of media and information in communication come in handy in different contexts.
Teacher-trainees’ Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the topic/lesson relative to the General Enabling Teaching Strategy)
CHUNK 1: How media and information affect communication
Formative question: What is the role of media and information in communication?
Drawing Attention to Meaning/Prompting Connections to Prior Knowledge
Find a pair. One pair describes the given object while the other draws what is being directed. After, they both compare the original and the one drawn.
Prompting for Effortful Thinking
Situational analysis: Form five groups and analyze the given situation. Share your responses with your members.
The role of media is vital in providing information to the public. Through news sources, websites, social media platforms, and other mediums, we acquire news, updates, and diverse
information that significantly influences our understanding and perspective of the world.
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MIL aims to develop students to be creative and critical thinkers as well as responsible users and competent producers of media and information.
CHUNK 2: Media Literacy, Information Literacy, and Technology Literacy
Formative question. What are the similarities and differences among media literacy, information literacy, and technology literacy?
Prompting Connections to Prior Knowledge
Read the following statements and state if you agree or disagree. AGREE or DISAGREE
1. Media Literacy is essential in today's society as it equips individuals with the skills to access, analyze, evaluate, and create media in various forms.
Agree
2. Information encompasses a wide range of sources, including processed data, knowledge from study and experience, and signals or symbols.
Agree
3. Media Literacy is crucial for individuals to recognize when information is needed, locate it, evaluate its credibility, and effectively communicate it in different formats.
Disagree
4. Technology Literacy involves only the ability to use technological tools responsibly, without the need for accessing, managing, integrating, evaluating, creating, or communicating
information.
Disagree
5. Media Literacy, Information Literacy, and Technology Literacy are interconnected skills that complement each other in empowering individuals to navigate and engage with
information and media effectively.
Agree
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Prompting for Effortful Thinking
Situational analysis: Examine the scenario provided below, then carefully review each subsequent item. Identify and classify the type of literacy demonstrated in each situation.
Jason is gathering information for his research paper on Social Media's Impact on Mental Health. He comes across an article shared on a popular social media platform claiming that social
media has no negative effects on mental well-being. However, Jason remembers his media literacy training and decides to critically evaluate the information before accepting it as accurate.
1. Jason checks the source of the article and discovers it is from a website known for sensationalized content rather than reputable research. (Media Literacy)
2. He looks for citations or references in the article to support his claims but needs more credible sources. (Information Literacy)
3. He searches for other perspectives on the topic from reliable sources such as scientific journals, expert opinions, and reputable news outlets. (Information Literacy)
4. In his paper, Jason includes a critical analysis of the article he encountered on social media, highlighting the importance of media literacy in discerning reliable information from
misinformation or biased content. (Media Literacy )
5. Finally, Jason incorporates his findings and critical analysis into his research paper using digital tools such as word processing software. He organizes his thoughts, integrates citations,
and presents his informed opinion based on evidence-based research, showcasing his ability to effectively utilize technology in academic writing. (Technology Literacy) .
MEDIA LITERACY INFORMATION LITERACY TECHNOLOGY LITERACY
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Chunk 3: Responsible Use of Media and Information
Formative question: What specific action do you take to show that you are a responsible user of media and information?
Drawing Attention to Meaning
Picture Interpretation: What can you say about these posts?
Media users must exercise care and demonstrate responsibility in creating any form of media and information.
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Using Examples and Non-examples
Find out if each of the following statements illustrates the MIL literacy.
1. A skincare brand launches a new social media ad showcasing its latest moisturizer, emphasizing its hydrating, wrinkle-reducing, and skin-texture-improving properties. Moments after
the ad airs, consumers flock to the brand's website to purchase the product, eager to experience its touted benefits firsthand.
2. An anonymous internet user leaks private information about a popular celebrity, including personal photos and messages, online. The leaked content quickly spreads across various
news websites and social media platforms, sparking widespread discussion and debate among fans and the public.
3. Most rural folks support a news outlet's favorable article about a mayor, despite conflicting coverage from a reputable news station. This local backing highlights the community's
significant support for the mayor's positive portrayal.
Synthesis
EXIT TICKET - Socialized or via Menti
What do you say now about any of the following?
1. the different literacies in Media and Information Literacy
2. the impact of media and information on communication
3. the use of media and information
RUA of Learning:
Drawing Attention to Meaning
During a faculty meeting at the senior high school, the officers are discussing potential fundraising ideas for an upcoming charity event. They are considering various options, such as a
merchandise sale, a car wash, and a talent show. The officers need to make a decision on which fundraising activity to pursue based on several factors.
What role can media, information, and technology play in helping the faculty officers make an informed decision on which fundraising activity to pursue for the upcoming charity
event?
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Post-lesson Remediation Activity:
● additional reading materials: Sources of Information: https://ufh.za.libguides.com/c.php?g=91523&p=590868;
Navigates a website using essential features: https://kinsta.com/blog/website-navigation/
Uses conventions in citing sources: https://guides.library.unk.edu/c.php?g=710678&p=5051044
● group discussion (sharing their understanding of the topic)
● concept map presentation
