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    Tpe1b - Article Review

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    The document summarizes chapter 3 of the book "Increasing Student Learning Through Multimedia Projects" which discusses how connecting classroom content to real-world applications can benefit students. It provides 10 ways teachers can create real-world connections, such as relating content to students' interests or experiences. The document argues that multimedia projects in an English language arts classroom that require research and creation of products like articles or speeches allow students to practice skills needed after graduation. These real-world connections help make content more meaningful and improve student learning.

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    Tpe1b - Article Review

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    The document summarizes chapter 3 of the book "Increasing Student Learning Through Multimedia Projects" which discusses how connecting classroom content to real-world applications can benefit students. It provides 10 ways teachers can create real-world connections, such as relating content to students' interests or experiences. The document argues that multimedia projects in an English language arts classroom that require research and creation of products like articles or speeches allow students to practice skills needed after graduation. These real-world connections help make content more meaningful and improve student learning.

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    The document summarizes chapter 3 of the book "Increasing Student Learning Through Multimedia Projects" which discusses how connecting classroom content to real-world applications can benefit students. It provides 10 ways teachers can create real-world connections, such as relating content to students' interests or experiences. The document argues that multimedia projects in an English language arts classroom that require research and creation of products like articles or speeches allow students to practice skills needed after graduation. These real-world connections help make content more meaningful and improve student learning.

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    107 views6 pages

    Tpe1b - Article Review

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    api-325827671
    The document summarizes chapter 3 of the book "Increasing Student Learning Through Multimedia Projects" which discusses how connecting classroom content to real-world applications can benefit students. It provides 10 ways teachers can create real-world connections, such as relating content to students' interests or experiences. The document argues that multimedia projects in an English language arts classroom that require research and creation of products like articles or speeches allow students to practice skills needed after graduation. These real-world connections help make content more meaningful and improve student learning.

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    Running head: REAL-WORLD CONNECTIONS

    Literature Analysis: Real-World Connections


    TED 690 Capstone
    Paul Delos Santos
    August 4, 2016

    REAL-WORLD CONNECTIONS

    Abstract
    Numerous ways exist for teachers to make content more accessible for students. One of the
    simpler ways to do so: show students how it connects to the real world. Students often wonder
    how what they are learning applies to the world beyond the walls of a school. Teachers should
    channel this curiosity with the development of projects and assignments that reflect more realworld application than something that would simply be done for a grade. This paper aims to
    justify the place of real-world application in an English Language Arts classroom with examples
    of potential products and justification while taking a look at Chapter 3 of Michael Simkins,
    Karen Cole, Fern Tavalin, and Barbara Means book Increasing Student Learning Through
    Multimedia Projects.

    REAL-WORLD CONNECTIONS

    3
    Introduction

    Making content comprehensible for students remains a challenge for teachers. One way
    to for teachers to make content accessible: the utilization of multimedia projects. Michael
    Simkins, Karen Cole, Fern Tavalin, and Barbara Means review this concept in their book
    Increasing Student Learning Through Multimedia Projects. Throughout the book, the quartet
    discusses strategies on how multimedia projects can bring content to life for students through the
    use of creating projects through a variety of media, using case studies and examples from their
    own experiences. One chapter, however, stands out: the section regarding making a real-world
    connection to the content. Throughout the chapter, Simkins et al. look at the benefits of how
    connecting a multimedia project to the real-world benefits students. The authors present 10 ways
    a project can connect to the real world:
    1. Connecting through student interests;
    2. Connecting through student experiences;
    3. Connecting through significant issues;
    4. Improving the real world;
    5. Relating to clients;
    6. Interacting with assessors;
    7. Interacting with people who know;
    8. Learning adult work and life skills;
    9. Creating a body of work;
    10. Creating images of the future (Simkins, Cole, Tavalin and Means, 2002).
    Teachers need to evaluate each of the 10 methods in order to determine how to make the material
    more accessible to students.
    Real-World Connection: Secondary English Language Arts
    The Common Core English Language Arts content standards promote real-world
    application and usage in postsecondary education (English Language Arts Standards). The
    standards focus on interpretation of a text and understanding an authors purpose regardless if the
    text is fiction or nonfiction. Students need to know what an authors purpose and what an author

    REAL-WORLD CONNECTIONS

    attempts to say in his or her writing. This translates to the real-world in a natural way. Upon
    graduation from high school, students face the option of going into college, trade school, or a
    career. Regardless of their choice, students need to decipher what they are reading as the text
    becomes increasing more difficult as they move forward. They will need to make that content
    accessible, only this time without a teacher holding their hand throughout the way. Teachers can
    foster this skill through the use of multimedia projects that require students to research,
    synthesize the finding, and present it into a type of product.
    Speaking of the product, this is where real-world application can truly shine in an English
    Language Arts class. While research remains a staple in other content areas, products in an
    English Language Arts class can vary to address the real-world applications of ELA. Teachers
    own the option of having students present the research through written products, such as grant
    proposals, newspaper articles, speeches, debates, or translation guides. Teachers should not limit
    their choices to simply writing, however. For example, teachers can have students read a fictional
    text and create a playlist that incorporates the characters feelings, motivations, and emotions,
    instead of making them do a character analysis in written essay form. Teachers provide students
    the freedom to connect their musical choices to the piece of fiction, force them to justify their
    selections with brief, but thorough analysis. A project similar to that one achieves standard
    regarding how a character changes over a text and helps the student contextualize the story
    (English Language Arts Standards Reading: Literature Grade 9-10). The creation mainly
    writing process also lends itself to the potential of real-world application. Students learn to
    collaborate, edit each others writing, suggest edits, and discuss what can be done to improve the
    product. In all, English Language Arts provides ample opportunity to create real-world products
    and develop skills needed to succeed past high school.

    REAL-WORLD CONNECTIONS

    Effectiveness of Real-World Connections


    Simkins et al. make a compelling case for the use of multimedia projects and it fits
    seamlessly in English Language Arts. English Language Arts teachers can work the 10 types of
    real-world connections into their classrooms and easily can ways to connect the fictional or
    nonfictional content to the students interest, students experiences, and tie it to issues plaguing
    the real-world. Products and articles relate to those connections and students benefit for exposure
    to such products. Aside from that, collaboration and discussions with potential clients or experts
    in the field foster accessibility and deeper understanding of the content and make predictions on
    what can and will happen. They create products that help them see how English will benefit them
    past high school, while learning the skills of working with teams and receiving feedback
    regarding their creation. Real-world connections own a place in the English Language Arts
    classroom. Students already utilize the skills in an ELA classroom in their daily lives and do not
    realize it. They tell stories, analyze their fellow students thinking patterns, justify reasons on
    why people act a specific way, and, most importantly, consume media and apply meaning to it. If
    teachers discover ways to foster these things with real-world connections, then the content itself
    becomes more accessible, which, in turn, improves student learning.

    REAL-WORLD CONNECTIONS

    6
    Reference

    English Language Arts Standards. (n.d.). Retrieved August 04, 2016, from
    http://www.corestandards.org/ELA-Literacy/
    English Language Arts Standards Reading: Literature Grade 9-10. (n.d.). Retrieved August
    04, 2016, from http://www.corestandards.org/ELA-Literacy/RL/9-10/
    Simkins, M., Means, B., Tavalin, F., & Cole, K. (2002). Chapter 3. In Increasing Student
    Learning Through Multimedia Projects. Retrieved August 3, 2016, from
    http://www.ascd.org/publications/books/102112/chapters/Making_a_RealWorld_Connection.aspx

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