PRIVATE EDUCATION ASSISTANCE COMMITTEE
ADAPTIVE TEACHING GUIDE
Most Essential Topic # 6: Media and Information Languages
Prerequisite Content-knowledge:
Types of Media
classifies contents of different media types
Media and Information Sources
compares potential sources of media and information
Prerequisite Skill:
Types of Media
discusses to class how a particular individual/ or society is portrayed in public using a different type of media
Information Literacy
demonstrates ethical use of information
Prerequisite Assessment:
Selective Response: Advantages and Limitations of Different Types of Media and Sources of Information
The teacher-trainer will list the advantages and limitations of different types of media and sources of information when presented with and learning about sample news. They may use the
provided table:
PRIVATE EDUCATION ASSISTANCE COMMITTEE
Advantages Limitations
Types of Media and Sources of Information
(positive aspects of the topic) (boundaries or abrupt constraints)
Indigenous (Folk or Traditional Media)
Library (Periodicals, Books, Databases, etc.)
Television (Video)
Radio (Audio)
New Media (Internet)
Pre-lesson Remediation Activity:
1. with Insufficient Level of Prerequisite Content-knowledge and/or Skill(s):
● reading activities (limited access to digital resources)
This article can be printed: The Social Media Revolution: Exploring the Impact on Journalism and News Media Organization
● audio-visual materials (explainer videos, tutorials, etc.)
● descriptive essay on Media and Information Sources
Allow the teacher-trainees to describe the various known media and information sources in a paragraph.
2. with Fairly Sufficient Level of Prerequisite Content-knowledge and/or Skill(s):
● reading activities (limited access to digital resources)
● audio-visual materials (explainer videos, tutorials, etc.)
● basic symbols, signs, and/or logos interpretation
The teacher-trainees give and interpret three (3) basic symbols (street signs, poster symbols, etc.) they usually encounter every day.
Introduction:
PRIVATE EDUCATION ASSISTANCE COMMITTEE
1. Time frame a teacher-trainee is expected to finish learning the lesson (and where to contact the teacher when concerns arise).
One hour and 45 minutes is dedicated to the delivery of content about media and information languages. The remaining 15 minutes are allotted for the processing of the lesson and the
ATG in the lenses of the alignment framework.
Online and Distance (Online + Offline remote)
Teacher-trainees can communicate with their trainer’s Google Classroom.
Blended (Online + In-person On-campus)
Teacher-trainees can communicate directly with the trainer during the onsite training and utilize online platforms and tools during online training.
2. The knowledge (RUA) the teacher-trainees are expected to gain from learning the topic/lesson
● understand codes, conventions, and messages and how they affect the audience, producers, and other stakeholders
● present information in various media forms
● present information appropriately through codes, conventions, and messages
3. Context where the teacher-trainee is going to apply their learning (In what PAA/EAA and personal use?)
● EAA/PAA: Thumbnail Poster
● Interpretation of the codes, conventions, and messages present in various media platforms applicable in real-life situations.
4. Overview of the Lesson
Media and Information Languages explores how media and the audience are effectively bridged and how the right knowledge of codes and conventions must be properly understood.
PRIVATE EDUCATION ASSISTANCE COMMITTEE
Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the topic/lesson relative to the General Enabling Teaching Strategy)
Drawing Attention to Meaning
Film Mojies
Guess what film is being described, given the emojis.
Ratatouille The Jungle Book The Boss Baby Frozen
The teacher-trainees will answer the items with the aid of the guide questions below:
Through the Emojis, how were you able to guess the Film being described?
CHUNK 1: Media Codes and Conventions
Formative Question: What are the codes and conventions in the context of media?
Prompting Connections to Prior Knowledge / Prompting for Effortful Thinking
Activity #1: Picture Analysis. The teacher-trainees will be presented with a picture that they will interpret.
The teacher-trainees have to analyze the features (color, icons, symbols, lighting, camera angle, etc.) present in the given media forms.
PRIVATE EDUCATION ASSISTANCE COMMITTEE
Women’s Rights Children’s Growth Humanitarian Issue
The teacher-trainees will be asked to answer the following:
1. What do you see in the picture?
2. What is your interpretation of the picture?
3. How are these symbols presented in terms of *images (shape/forms), fonts, colors, design, and others?
4. What is the importance of using symbols to convey a message or information?
Activity #2: Video Analysis. The teacher-trainees will be presented with a video clip that they will interpret.
Pantene Commercial
https://www.youtube.com/watch?v=luLkfXixBpM
1. What do you see and hear from the video clip?
2. What is the message of the video clip?
3. How are these symbols presented in terms of *images, camera angle, light quality, sound, and music?
4. What is the importance of using symbols to convey a message or information?
PRIVATE EDUCATION ASSISTANCE COMMITTEE
Prompting Connections to Prior Knowledge / Prompting for Effortful Thinking
To check the understanding, the teacher-trainers perform the task below: Concept Pitch
A start-up coffee shop opened in your locality; considering the dense saturation of the coffee shop market, using media codes, how do you suggest promoting this in a catchy and effective way
to attract customers?
The teacher-trainees answer the following questions based on the given scenario. The teacher-trainees are to evaluate the given situation above with the aid of the questions to apply the idea
on the proper execution of codes and conventions.
1. How do you intend to promote this in print, broadcast, or new media?
2. How does the presentation of facts vary from medium to medium?
3. How do the codes and conventions vary from medium to medium?
4. How much of these differences will be based on the unique characteristics of the medium?
Synthesis
Media messages are constructed using languages, codes, and conventions with its own rules. Understanding these will help in the accurate and critical reading of media. This is in recognition
that media messages affect the audience's perspectives and points of view.
The teacher-trainees respond to the question: How does media convey messages effectively to its audience?
Note: The teacher-trainees will respond through Mentimeter (online) or paper strips (offline).
RUA of Learning:
Media Analysis. Compare how a product is advertised differently depending on the type of media they are presented.
PRIVATE EDUCATION ASSISTANCE COMMITTEE
Print:
Video: https://youtu.be/f0S4BG2PLr4
Radio: https://www.youtube.com/watch?v=r3p7hQEvFt8
Guide Questions:
● How does each medium (radio, print, video) cater to different audience demographics?
● Which medium is more effective in capturing and maintaining audience attention?
● How do ads in print utilize visuals to convey messages compared to the use of sound in radio and video ads?
● How did the codes vary depending on the form they were presented in?
Post-lesson Remediation Activity:
● Additional reading materials
bamil786447613.wordpress.com/2018/10/01/media-and-information-languages/
reigndavis.blogspot.com/2018/01/media-and-information-languages.html
coursehero.com/file/82413058/Media-and-Information-Languagesdocx/
https://www.medialit.org/sites/default/files/14B_CCKQPoster+5essays.pdf
● Group discussion
The teacher-trainees discuss their answers to the question: Think of a scene in your favorite movie; what specific codes or symbols were used to intensify the emotions expressed by the
characters?
