Return-Path: <nifl-fobasics@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j0ELPOn05151; Fri, 14 Jan 2005 16:25:24 -0500 (EST) Date: Fri, 14 Jan 2005 16:25:24 -0500 (EST) Message-Id: <20050114211924.XRNT28388.out014.verizon.net@Barb> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-fobasics@literacy.nifl.gov Originator: nifl-fobasics@literacy.nifl.gov Sender: nifl-fobasics@literacy.nifl.gov Precedence: bulk From: "Barbara Garner" <b.garner4@verizon.net> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:1265] Political cartoons X posted from AALPD X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Office Outlook, Build 11.0.5510 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 1520 Lines: 32 Hi Melissa, Bryan, and all, Melissa, thanks for the feedback. For me the issue is what you discuss in your post, dealing with material that's at least partly outside of the learner's context - I appreciate the tips! Learners might even create their own checklist of skills they find important or don't want to forget, for interpreting political cartoons. Interesting idea in your second post, turning a political quote into a cartoon! If you use that one, I'd like to hear about how it went. Another idea might be for learners to identify lines like the ones from the website Ira shared and then compare it with current events, or use a direct quote from a political figure, and draw a political cartoon. I wonder if it would be possible, to find cartoons that might be outside of a teacher's and professional developer's context (social/historical perhaps), and use those in a professional development activity to begin to think about the skills adults use in deciphering them? Craft a multiple choice question out of it, use that as a gateway into shifting perspectives and reflecting on skills. But if some teachers aren't sure how to examine student learning, progress, etc. w/cartoons in order to gauge instruction, then how would they know they were making improvements in practice that focused on student learning? So Melissa and others, how do you know when your instructional strategies for teaching political cartoons are working in the classroom? It seems like that would be a tough one to do. Jackie
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