Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

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watching movies with a better understanding of their biases and prejudices we may confront the stereotypes in our culture. Students who attend all the classes, watch all the movies, read the text and articles diligently, discuss in the classroom or on the Blackboard the salient points raised, and write clearly their analyses and syntheses will do well in this course. The learners’ responsibilities include an open-minded approach to new ideas about race, class, gender, and sexuality. Class and Blackboard discussions will be conducted with decorum and the learners will maintain a demeanor that is in harmony with a non-threatening exploration of sensitive issues. Writings and essays for the course will be the students’ own work reflecting their best effort and considered thought. Student Responsibilities • Participation: Learners are expected to be present and on time for all classes. Learning is by classroom and Blackboard discussions and students are expected to be full-partners in this process. Learners are also expected to be attentive to the Blackboard site’s announcements and assignments on a continuing basis. Checking with the Blackboard site at least three times each week will be necessary. Learning is by classroom lecture/discussion and/or on line discussion forums. There will be some on line group work and students are expected to be full-partners in this process. • Homework: Assignments will be given requiring the students’ own writing and responses to articles, films, and outside stimuli brought into the course for the purpose of student responses. The amount of writing is required to be a predetermined minimal amount (3333 words) set by university policy (Gordon rule). • Other daily responsibilities: Learners will be encouraged to enrich their learning environment by bringing into course discussions items from newspapers, radio reports, television coverage, the latest films, and anecdotes from their own life experiences. • Projects: There may be frequent Discussion forums on line that will be carried into the classroom. They must be worked on in advance. There will be a paper on a film not seen or discussed in the course, but reviewed according to the parameters established in the course. • Tests/Exams: There will be a mid-term and a final (non-cumulative) exam. There will also be weekly take home quizzes to test such items as whether articles have been read with care, films seen in their entirety, etc. Course Content & Outline August 28-September 1 Introduction to Multicultural Film Articles: Introduction: The Multicultural Nation (1) Langston Hughes, “Little Song” (2) A Conceptual Framework for Understanding Race, Class, Gender, and Sexuality (3) Ideology and Ideological State Apparatuses Belton: (1) The Emergence of the Cinema as an Institution September 05-08 America Divided in Film ***Film: North Country Articles: Belton: September 11-15 Film and Stereotypes (4) Men’s Behavior and Women’s Interest in Blue-Collar Jobs (2) Classical Hollywood Cinema: Narration (3) Classical Hollywood Cinema: Style ***Film: But I’m a Cheerleader Articles: (5) Stereotypes: Conceptual and Normative Considerations Section: Course Planning – Content 33 Chapter 3: Creating a Syllabus
(6) Queer and Now (7) The Silent Minority: Rethinking Our Commitment to Gay and Lesbian Youth Belton: (4) The Studio System September 18-22 The Western Film ***Film: Red River Articles: (8) A New Vision of Masculinity (9) Cowboys and Free Markets: Post-World War II Westerns and Hegemony Belton: (11) The Making of the West September 25-29 The Screwball Comedy Film ***Film: Woman of the Year Articles: (10) Fast Talking Dames (11) ‘Miss Hepburn is Humanized’: The Star Persona of Katharine Hepburn Belton: (8) American Comedy October 02-06 The War Film ***Film: Jarhead Articles: Belton: October 09-13 Film Noir ***Film: A Touch of Evil Articles: Belton: (12) “Now a Major Motion Picture”: War Films and Hollywood’s New Patriotism (13) The Psychohistory of Warfare: The Co-Evolution of Culture, Psyche and Enemy (9) War and Cinema (14) Film Noir and the American Dream: The Dark Side of the Enlightenment (15) Women in Film Noir (10) Film Noir: Somewhere in the Night October 16-20 Review and Midterm Exam The midterm exam will be on Friday, October 20 th . October 23-27 The African-American Film ***Film: Baadasssss! Articles: (16) No Accident: From Black Power to Black Box Office (17) Making It: A Conversation with Melvin Van Peebles Belton: (14) The 1960s: The Counterculture Strikes Back October 30-November 03 Film and The Gaze ***Film: The Girl Next Door Articles: Belton: (18) Objectification (19) ‘The Girl Next Door’” A Teen Romantic Comedy Formula Disguises the Darker Implications Underneath (5) The Star System Section: Course Planning – Content 34 Chapter 3: Creating a Syllabus
Page 2 and 3: INSTRUCTION @ FSU: A Guide to Teach
Page 4 and 5: I. Course Planning -- Content Chapt
Page 6 and 7: about what skills you expect a stud
Page 8 and 9: • For a list of more active learn
Page 10 and 11: Chapter 2 — Determining Learning
Page 12 and 13: Related table queries Adding tables
Page 14 and 15: denoting. • Synthesis - Involves
Page 16 and 17: (higher-level objective -- evaluati
Page 18 and 19: Example of a Course Planning Worksh
Page 20 and 21: Chapter 3 — Creating a Syllabus F
Page 22 and 23: • Influences student attitudes an
Page 24 and 25: o o o o Helps organize and structur
Page 26 and 27: ADA Policy: [Suggested language fro
Page 28 and 29: attendance is necessary. Therefore,
Page 30 and 31: source without citation; using fact
Page 32 and 33: the syllabus. For example, use “y
Page 36 and 37: November 06-10 Essay Due Monday, No
Page 38 and 39: Policy for missed tests: All studen
Page 40 and 41: Writing Objectives Books/Articles
Page 42 and 43: Diversity and the Academic Culture
Page 44 and 45: upon the last digit of their FSU ID
Page 46 and 47: In summary, learning is a complex p
Page 48 and 49: e relieved if you have recorded tha
Page 50 and 51: learning atmosphere that you want t
Page 52 and 53: you stated on the syllabus. This gi
Page 54 and 55: Chapter 6 — Especially for TAs Th
Page 56 and 57: Consultants in the Program for Inst
Page 58 and 59: is required of all TAs. More inform
Page 60 and 61: Program for Instructional Excellenc
Page 62 and 63: III. Lesson Delivery Chapter 7 —
Page 64 and 65: • In PowerPoint, less can be more
Page 66 and 67: finished, I expect you to be able t
Page 68 and 69: different things. Communication is
Page 70 and 71: students time to think and catch up
Page 72 and 73: Lecture Skills Observation Sheet Ne
Page 74 and 75: Chapter 8 — Using Active Learning
Page 76 and 77: New research shows that faculty who
Page 78 and 79: The guiding principle can be applie
Page 80 and 81: Note: Even when provided explicit i
Page 82 and 83: The Activities • Films o Films, a
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• Assessment of group work can be
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Role Playing, Drama, and Simulation
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material outside of class. (Michael
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❒ Use groups to debate the sides
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• Allow sufficient wait time. Wai
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• Postpone the student who attack
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o o o How does this relate to theor
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Collaborative Learning Collaborativ
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• Finch, B. J. (1993, May). A mod
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Using Discussion • Barnes-McConne
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• Luquet, W., & Wetcher-Hendricks
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Chapter 9 — Instructional Media:
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Media can be used to support one or
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information being cut off the sides
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who may forget theirs, but create a
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change. • Effective instructors t
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See Chapter 10 -- Using Course Webs
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classrooms”), as well as via inte
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infrastructure can be built - and a
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o o o view or print - course syllab
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web-supported or online classes are
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Part 2: Read, Reply, and Respond Co
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termed as a distance-learning cours
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o o o proposed online program to th
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Learning How to Use Course Websites
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• Learning Resources -- Provides
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Chapter 11 — Teaching Contexts El
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and a sense of spontaneity, anticip
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• Give groups a sense of how much
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attention of an entire class. Sugg
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objectives. Each day begin the clas
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lecture or completing online assign
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for students to take the lab withou
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nothing more frustrating than repea
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laboratory section to the overall c
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• Interact with students. Take an
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IV. Student Assessment Chapter 12 -
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Table 1 -- Comparison of Limited-Ch
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choice items can be minimized in se
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content than most other item types
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Cities of the World Quiz Directions
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• Avoid providing grammatical clu
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Disadvantages -- While we may see a
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the final course grade (thus minimi
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helpful Look for problems that aris
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Table 2 illustrates item analysis f
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• Treat students as individuals.
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Essays expose student-reasoning pro
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several projects. In most cases, it
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• When responding, save yourself
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• Peer Evaluations: The idea behi
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would do something. Simulations can
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• Nitko, A. J. (1983). Item analy
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Philosophy 1 -- Grades are indicato
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employees, and even the student’s
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B (85 pts) C (75 pts) D (65 pts) F
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Evaluating Performance Performance
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you expect a lot, then ask for a lo
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Psychology 101 for five years in a
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on a complicated journey without lo
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Checklist for Designing Writing Ass
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Sample Explanations of Grades Given
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Analytic and Holistic Scoring on Wr
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Holistic Scoring Writing experts ha
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Suggestions -- When Grading Writing
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Research (40 points) A • Makes us
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Resources on Student Assessment Ref
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V. Course Evaluation and Revision C
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o o clearly presented and changes d
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• President and Provost have onli
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summative evaluations for personnel
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Self- Reflection Peer Review Videot
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VI. Campus and Community Resources
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testing, and permission to audiotap
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various units offer an array of pro
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Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

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