1. Lisa Broadhead
MEDT 7490
April 2014

2.  Presenter – Lisa Broadhead, student in MEDT
7490 and Professional School Counselor in
Douglas County, Georgia
 Client – Radiance Lewis, 5th grade ELA teacher
in Douglas County, Georgia
 Target Audience - 5th grade general education
English Language Arts class comprised of 16
boys and 10 girls. The target audience is a mixed
group of gifted students, special education
students and general education students

3. Presenter – Lisa Broadhead
1st semester EdS Student and
Professional School Counselor
Client – Radiance Lewis
5th Grade ELATeacher
Douglas County, GA

4.  Visual and Media Literacy 101: DoYou See
What I See?
 I worked with the client to create a lesson geared
towards helping students become visually literate,
expose them to a few of the principles and
elements of design and layout guidelines as well
as demonstrated how to use PowerPoint or digital
stories to present information in class.

5. At the conclusion of the lesson students will be
able to:
 Demonstrate a basic understanding of common
design elements and principles (focal point, color,
balance, contrast, etc.)
 Describe factors that make a good quality layout /
design
 Incorporate media elements into presentations
 Analyze and discuss how visual and media elements
can be used to add meaning to a text
 Create a poster, PowerPoint or digital story using
newly acquired knowledge and skills

6.  ELACC5RL7 – Analyze how visual and media elements contribute to the
meaning, tone, or beauty of a text (e.g. graphic novel, multimedia
presentation of fiction, folktale, myth, poem).
 ELACC5SL2 – Summarize a written text read aloud or information
presented in diverse media formats, including visually, quantitatively,
and orally.
 ELACC5SL5 – Include multimedia components (e.g. graphics, sound) and
visual displays in presentations when appropriate to enhance the
development of main idea or themes.
 ELACC5W2 –Write informative / explanatory texts to examine a topic
and convey ideas and information clearly.
 Introduce a topic clearly, provide general observation and focus, and group
related
 information logically, including formatting (e.g. headings), illustrations
and multimedia.
 ELACC5W6 –With some guidance and support from adults, use
technology, including the Internet to produce and publish writing as well
as to interact and collaborate with others.

7.  Lesson Outline
 EQ: How can we use visual and media literacy to
communicate ideas?
 Pretest
 Students viewed toy commercial ads and a animal
shelter infomercial (digital story)
 We discussed how the advertisers used color, music
and various other tactics to evoke emotion in an
attempt to get us to buy into their products.
 Define visual and media literacy
 Introduction to design elements and principles (color,
focal point, movement, balance, contrast, unity)

8.  Layout guidelines
 Critique samples of display
boards, PowerPoint, digital stories
 Quick tutorial on PowerPoint and digital stories
 Decision making – which format should I use?
 Introduce class project
 Classroom teacher / Client took over to discuss
project requirements in detail
 Posttest

9.  The goal of the pretest was to determine
students knowledge base regarding visual
and media literacy and their familiarity with
PowerPoint and digital stories.
 The goal of the posttest was to determine if
after students received instruction the
knowledge base regarding visual and media
literacy, PowerPoint and digital stories
increased.

10. 0
5
10
15
20
25
30
I consider
myself
visually
literate
I know what
the terms
balance and
focal point
means
I know how
to make a
powerpoint
I can embed
pictures and
videos in
powerpoint
A digital
story is when
someone
reads a story
online
Pretest
Posttest

11. 0
5
10
15
20
25
I have made
a digital
story in the
past
I enjoy
presenting in
front of my
peers
I have used
powerpoint /
digital
stories to
present
information
in class
Usually I can
look at a
picture and
determine
it's meaning
Media
literacy is
something
we learn in
the media
center
Pretest
Posttest

12.  Based on the results of the tests I believe students have a
better understanding of visual and media literacy which
includes principles and elements of design and layout
guidelines as well as how to use PowerPoint and digital
stories to present information.
 Example – Prior to the lesson the majority of the students
stated they have made a digital story in the past. After the
lesson the students indicated they had never made a digital
story. During the pretest they realized they did not know the
definition of a digital story. Many of them believed it referred
to someone reading a story online also indicated in the survey.
 Other examples:
▪ Media literacy taught in the media center
▪ Embedding videos
▪ Balance / focal point

13. In order to complete the virtual classroom
presentation I asked my client the following
questions:
 Do you feel the planning for our project was
effective? Sufficient?
 How do you feel the lesson went?
 Based on the student projects do you think they
grasped the concepts of visual and media
literacy? (to be answer on Friday when they
return projects)

14.  Here’s what Ms. Lewis had to say…
“Planning for this assignment went very well.Through our meetings I was
able to clearly see how Mrs. Broadhead's assignment would align with the
standards that I teach. I was also able to clearly see how thoroughly she
research the standards to find which ones would best suit her assignment
requirements.”
“I feel that the lesson went very well. It was easy to understand and helped
the students have a better understanding of how they can improve their
presentation tactics using visual media.”
“As with any assignment or lesson you will have some students that really
grasp the concepts covered and others who would benefit from reteaching
material. Given that this was their first official lesson I think many of them
did great – yes there was room for improvement but compared to what
they’ve submitted in the past I can see a definite growth.”

15. Student
applied
balance and
color and even
used symbols
to visually
represent her
understanding
of what Dr.
King stood for.

16. Students presenting – they embedded pictures and videos to enhance comprehension.
In the past they only used clipart and did not know how to add videos.

17. Two projects on
JFK, one has a clear
focal point and
balance and the other
does not.

18. Balance

19. More Projects – focal point, color, balance

20.  Overall a very rewarding experience
 Great communication with my client was essential
 A class observation was extremely helpful in establishing a learner
baseline
 More time was needed to demonstrate applications with students
and have them practice
 Students could have benefitted from analyzing more samples of
what to do or what not to do
 I really didn’t know how effective it was until projects are
submitted other than client feedback
 Based on conversations and observations students really grasped
an understanding of visual and media literacy but some lacked
being able to apply it visually
 There is a strong need for this to be taught as a separate content
area or interrelated with a core subject area (ELA or social studies)