How are you doing, teacher?
We know that the shift to remote learning in this time of the pandemic is going to be tough. Many teachers may not feel confident with their skills outside of the classroom; many students may be completely unmotivated; learning devices are not available to all; and everyone is just unsure what and how exactly we should teach and learn this school year.
#IWASFAKE Remote Learning Resources take all of these challenges into consideration and are designed to be 100% useful to teachers and students in this ‘new normal’ in education. More importantly, #IWASFAKE puts in front and center what we believe is one of the most essential and relevant topics that Filipinos need to learn right now: How to deal with disinformation amidst the infodemic.
Please read through the page to be guided on how to use our learning resources or download the print-ready version by clicking the button below.
The course contains four (4) modules meant to be covered in four (4) weeks. As prescribed by the Department of Education of the Philippines, each module contains two (2) lessons and is aligned with selected MELCs (Most Essential Learning Competencies) for the SHS core subject Media and Information Literacy. Since the modules are ready-to-use they can simply be adopted by the teacher anytime within the semester. We highly recommend the adoption of the entire course in its intended sequence.
This course is designed not to follow the suggested arrangement of MELCs for the MIL subject. Given that we recommend prioritizing the in-depth discussion of the topic of “fake news” in the MIL subject, we see it fit for teachers to not follow the MELCs as arranged. Instead we suggest that these MELCs be assigned across several modules/weeks.
This course is designed for remote, self-directed, and asynchronous learning that can be accessed by students in both digital (web platform) and non-digital (printable modules) formats.
With minimal supervision from their teachers, the students will explore key questions in each lesson. It will be done through a brief discussion of concepts, real-world examples or case studies, and question prompts for self-reflection. For students accessing the course digitally, pop quizzes, video playlists and links to other supplementary media are also provided.
Media Literacy is at its best when focused on process skills and not on the mastery of content knowledge. The Center for Media Literacy notes that “teaching [Media Literacy] is different from teaching factual knowledge. Media literacy provides a process for learning—the process of inquiry—which can be applied to any content or subject area. It’s like learning to tie your shoes or ride a bike—you usually don’t “get it” the first time. Becoming media literate takes practice, practice, practice!” (CML MediaLit Kit, 2008). Given this, what are the best ways to monitor and check our students’ learning?
As media literacy educators, we are not big fans of objective type quizzes and written exams. This, however, does not mean that quizzes are irrelevant and useless in teaching the #IWASFAKE course. Each module is supplemented with an objective type quiz with answer keys provided at the end.
Instruct your students to answer them honestly and check their answers on their own afterwards. The results of these quizzes should not be recorded for student grades because its purpose is just to support your students’ learning. Moreover, for teachers who are doing online learning delivery, we recommend that you use the quizzes for interactive synchronous sessions.
Unlike the quizzes, the worksheets we created require students to use more analytical and evaluative thinking skills. These are designed to better assess the students’ media literacy skills in practice as they are tasked to reflect not only on different media content but also their own news consumption. Some worksheets also require data gathering from available media.
These worksheets can be done in one sitting but will take a longer time to accomplish than the quizzes. Make sure to arrange with your students protocols on how they will submit to you their outputs. Feedback is very important in distance learning. More than the scores you will give their work, prioritize giving your students substantive and personal feedback.
Authentic assessment such as performance tasks is the gold standard in teaching Media Literacy. The most important thing in Media Literacy is the meaningful application of essential skills and knowledge in the real world setting.
While it is important to think about what media tools (e.g. apps, online software) and media forms (e.g. blogs, short films, podcast, poster) will be most ideal for the students to use and create, assigning PTs must primarily consider what competencies you want your students to perform. The goal of teaching Media Literacy is not to train students to produce beautiful media content nor master a media production skill for any given purpose. Rather, the emphasis should always be on the “so what”: For what purpose and for whom should the media be used and/or created?
The performance tasks here focus on the application of the four (4) #IWASFAKE skills and habits. While we identified recommended media tools and media forms to use for these tasks, you may consider others that may be more applicable to your students’ contexts. Rubrics for grading are also provided.
To help you manage your students’ learning, we did not upload the #IWASFAKE assessments and other supplementary materials in our public platform. Instead, only you can gain access to it by registering yourself and your school with us. Through this, we will also be able to monitor the reach and impact of the program, and communicate with you directly for your queries and insights.
© This learning resource is made available by Out of The Box Media Literacy Initiative under a Creative Commons Attribution-NonCommercial 4.0 International license (CC BY-NC 4.0). You can copy and redistribute the material, remix, transform or build upon it so long as you attribute #IWASFAKE as the original source. You may not use the material for commercial purposes. View detailed license information at creativecommons.org.