Mini-Lesson Assignment: EDIT 6340

EDIT 6340
Format Mini-Lesson
Value: 10 points

not used 2007, 2008 (replaced by Exhibition)

Purpose
An important part of this class is exploring various formats of instructional materials. It's important to understand the nature of many different formats, because people learn through different modalities and styles. In order to meet the needs of the diverse populations we might serve, we will explore information in these multiple and varied formats. This works best if each student chooses one particular type to demonstrate and describe.

Examples of instructional material formats include picture books, DVDs, picture books, young adult fiction, intermediate fiction, hi-lo materials, ESOL materials, easy nonfiction, nonfiction, biography, story collections, paperbacks, big books, video, sound recordings, maps and globes, electronic fiction on CDs, games, math manipulatives, science equipment, professional books, periodicals for students, teacher’s periodicals, Web resources, instructional computer programs, posters, pictures, and many more. We will not explore antiquated formats.

Task
Choose an instructional materials format. Register your choice of format and due date with the Mini-Lesson Manager. Prepare a instructional experience for our class about this format that covers the points in the rubric below. Make sure to assess your own mini-lesson in the column provided in the rubric.

Make sure to study each mini-lesson prepared by your peers. A major goal of this assignment has always been for all class members to benefit from a compilation of these mini-lessons. If you keep this information, you will have a head start when it is your turn to research and order these items.

Rubric Details
See rubric below for context:

Definition or description: In some cases obvious, in others not -- make sure to tell us what your format is, and what it's like, as if you are describing it to someone who has never seen one before.
Selection criteria: Van Orden presents a set of criteria to help choose items of many different kinds. These vary from format to format. For example, quality of binding is an important criteria for books, while length is an important consideration for videos or DVDs.
Sources or vendors: provide a starting list of suppliers for your format.
Useful tips: these are little "tricks" that users need to know. For example, a simple tip for using videos with children is to fast-forward the tape ahead of time to exactly the right spot to avoid losing their attention.
Personal recommendations: After you have studied this format, you will form some recommendations for the rest of us. For example, you may learn from talking to media specialists that a particular publishing house produces reliably high-quality non-fiction books. These recommendations can be personal opinions.
Instructional uses: Any material bought for a media center must somehow tie to instruction (remembering that reading for pleasure is easily supported by many curricular objectives). Once an item is on hand, how might a teacher use it? For example, YA fiction books or videos and DVDs can be used to start teens talking about important issues within the context of a particular class.

Presentation
A key part of this instructional experience must be the opportunity for classmates to examine some items through the appropriate senses. For example, an audiotape must be heard, a book must be handled, and software must be demonstrated via the computer. Given this requirement, your presentation may take the form of one of the following:

5-15 minute mini-lesson for the class; post handout on your Assignment Page
3-fold poster board display with handout; use a digital camera to make pictures for posting on your Assignment Page
web page or PowerPoint that links to electronic resources (not suitable for non-digital formats): post to your Assignment Page. (Don't send a PowerPoint file over email.)

What should I hand in?
1. Give us something in print to represent your mini-lesson. All of the rubric elements should be present here. This could be:

your handout
a picture of your 3-fold board (legible) or copies of posted materials
printout of your web page
printout of PowerPoint slides

2. In addition, make sure that any electronic material is mounted on your assignment page AND linked to the Mini-lesson Page (collaborate with the Mini-Lesson Manager to get this done).

3. Hand in your partially completed rubric along with your printed materials.

**Format Mini-lesson: Evaluation Checklist**
Component	Value	Student Assessment	MAF's Assessment (w/ comments)
Did you provide a definition and/or description of the format, and provide examples?	1		.
Did you list selection criteria?	1		.
Did you list several sources or vendors for these materials?	1		.
Did you provide some useful tips for using this format?	1		.
Did you provide one or more personal recommendations for choosing materials in this format?	1		.
Did you provide at least one suggestion for instructional use of this format?	2		..
Did you self-assess? (Use this rubric, middle column.)	1		.
Did you provide all the necessary elements? Live lesson: talk and handout; post handout on AP; send direct handout link to Manager; stick to 5-15 minutes 3-fold: bring board; intro briefly orally; post a digital photo OR handout on your AP; send direct link to Manager; take board home web page: make web page; intro briefly orally; send direct link to Manager Powerpoint: make Powerpoint; intro briefly orally; post to your AP; send direct link to Manager	1		.
Is your mini-lesson mechanically clean? (Grammar, spelling, formatting, etc.) Standard: high -- all publically available materials should be as mechanically perfect as possible.	1		.
Total	10		..

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Expired 5-31-06.

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