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How It Works in the Classroom
Total Instructional Days – approximately 20 (40 minute periods)
- WAMC Education Director works with students in the classroom to formulate focus questions and identify the issue for discussion (1-2 days). Based on material studied as part of their current course of study, students are asked to identify particular events, statements, information or concerns they may have ("Quotes") or questions that have arisen as a result of their study or comments ("Questions"), Their responses are recorded on the board in a T-chart with the headings "Questions" and "Quotes"; students are encouraged to use this format to record information in their notebooks. This note-taking format will be used by students to encourage active listening and organization during all information gathering, discussions and presentations throughout the unit, including the actual taping of the program. Teachers can use student notes to assess participation and understanding. Concept webs may also be used to determine how events connect to broader topics, how course content is reflected in current events, and where the strongest connections exist.
- Using the student responses, teacher(s), WAMC Education Director and students identify a focused issue, framed as a question to be answered or problem to be solved, set within a situational framework, and determine how this issue is connected to the media. Information is compiled into a Position Outline that guides research, selection of community experts, classroom discussion, writing, and Town Meeting discussion.
- Teacher(s), WAMC Education Director and students research identified issue on electronic databases such as EBSCO and LexisNexis Academic Universe; select relevant newspaper articles for use in class; discuss potential community experts to serve as panelists.
- Position Outline and articles are duplicated and disseminated to students.
- Students read articles, discuss various aspects of issue in class (4-7 days).
- Using Writing a Personal Position Statement format/organizer, students individually identify their positions on the issue, gather supporting evidence, and develop alternative solutions to the problem at hand (1-2 days).
- Students write, edit, and revise draft of Personal Position Statement (1-2 days).
- Students use Personal Position Statement Scoring Guide for self-editing and peer review of statements. (1 day)
- Students read aloud position statements in class, facilitated by teacher and WAMC Education Director. Students use listening and note-taking techniques to develop additional questions and information re issue. Students themselves volunteer to be panelists at taping. (2 days)
- Students write, edit, revise final copy of position statement; to be submitted to teacher for grade (1-2 days – this may occur after taping date).
- Teacher works with students to develop and refine Questioning Techniques in preparation for rehearsal.(1-2 days).
- Using the actual script developed for the program, WAMC Education Director conducts rehearsal at school with student panelists and student/staff audience members. School personnel serve as "community experts." (90 minutes).
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