Use Media Education | Use TV Positively
Stanford Study | Stanford Curriculum
In the classroom (just as at home) television can be used positively or negatively. Television and video programming must be used to stimulate discussion and critical thinking. Fortunately, there are more quality materials available than ever before.
General Guidelines for Teachers
Start with specific, identified objectives.
Lead-in activities should set the tone for viewing and let students know how the program material relates to previous lessons or subsequent activities.
Segmented Viewing Activities
Segmenting (showing only a portion of the program at a time, or pausing the video during viewing) can be a valuable technique to enhance students’ learning while enabling you to adapt the medium to your teaching style.
Activities should be planned to reinforce and integrate concepts presented: Role-playing, Research, Small group work, Field trips, Producing a class video.
Your evaluation of the success of the lesson is an important part of any instructional process.
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Use Media Education
Media education, (or "media literacy training") should become an integral part of classroom work. Students watch more hours of TV than they spend in school, so the "tube" is a huge influence over their lives. Media education in the classroom can be highly effective at helping students break the cycle of mindless absorbtion of commercial messages and oversimplified reality; critical thinking skills will help them imn every aspect of life. Media education helps undo the serious health effects (obesity, aggressiveness, eating disorders) that excessive TV watching produces.
Use TV Positively
Fortunately, the positive media resources today that are available to teachers are truly phenomenal. Use the television in your classroom to stimulate thought and conversation, not as a soporific babysitter. Television is best at conveying human emotion, and is also excellent to take us places we cannot go. It is not the best medium for detailed examination of complex issues. Brief sections of programs followed by class discussion are best.