Project 4 Workshop

Samuel Sykes

7/11/18

A. Overview

Goals/Objective:
Teachers will know how to support student as they analyze memes.

Teachers will demonstrate how to use the application to make memes.

Teachers will describe and explain the focus point of the photo of their choice.

Literature Review:

Internet memes as internet signs: A semiotic view of digital culture.

Cannizzaro, S. (2016). Internet memes as internet signs: A semiotic view of digital

culture. Sign Systems Studies, 44(4), 562-586.
doi:10.12697/SSS.2016.44.4.05

LOL AND THE WORLD LOLS WITH YOU: MEMES AS MODERN FOLKLORE.

McNEILL, L. (2017). LOL AND THE WORLD LOLS WITH YOU: MEMES AS MODERN
FOLKLORE. Phi Kappa Phi Forum, 97(4), 18-21.

Through the Lens of Popular Culture: Why Memes and Teaching Are Well
Suited

SCARDINA, C. (2017). Through the Lens of Popular Culture: Why Memes and
Teaching Are Well Suited. Teacher Librarian, 45(2), 13-16.

"Nobody Puts Baby in a Binder": Using Memes to Teach Visual Reason.

Stones, E. (2017). "Nobody Puts Baby in a Binder": Using Memes to Teach Visual
Reason. Communication Teacher, 31(3), 137-142.

You All Made Dank Memes: Using Internet Memes to Promote Critical
Thinking.

Wells, D. D. (2018). You All Made Dank Memes: Using Internet Memes to Promote
Critical Thinking. Journal of Political Science Education, 14(2), 240-248.

Audience:
The audience will be Middle School teachers. However other teachers can come as

well if they feel that their students will benefit from the workshop.
 List of task or activities:
1. Ice Breaker

2. Video on memes

3. The Value of memes in Instruction

4. Follow step by step on how to make a meme

5. Make own meme – discover the meme

6. Evaluation of the workshop

Expected Outcomes:

The expected outcome of this workshop is to have teachers learn how to integrate

memes in their lesson to maximize student learning.

B. Content

The tool that will be mostly used during this workshop is imgflip.com/meme generator.

I find this tool to be helpful because it shows the basic way of creating which can be

helpful while helping others how to create memes. The site is easy to navigate and is

appropriate to use for students.

According to dictonary.com a meme is a humorous image, video that is copied slightly

and is spread rapidly across the internet by users. This workshop has value and

benefits for teachers who want to keep up with the current trends in a 21 st century

classroom. Teachers can learn how to use and expose students to memes and show

them how to use them in a meaningful way. This can reinforce what the teacher has

taught and keep the learner engaged and motivated in the classroom.

C. Guided Practice

I will have the teachers to turn on their desktop or chrome books. I will tell them to

go to imgflip.com/meme generator. I will tell them that we are going to go step by

 step in the meme making process. We will vote on the meme that we are going to do

based on the preselected image. After selecting the topic, we will write in the top and

bottom text box. Then will practice analyzing the meme.

To have everyone to work together, I will have them to go outside and take pictures

with cameras that will provided to them. They will be in groups of threes. After 20

minutes everyone will come back in and upload their photo on the computer. They will

then create meme and after creating the meme. The teacher will have to send me the

meme and I will display it on the promethean board and the class will try to analyze

the meme.

Teachers will be assessed on a google doc form. The form will contain multiple choice

rate questions and two open ended question about the workshop at the end. This

information will be used to redesign, the changes that will need to be made to make

the workshop successful in the future.

D. Application

ISTE Standards:
1. Visionary Leadership
- Contribute to the development, communication and implementation of a
shared vision.

2. Teaching, Learning and Assessment

- Coach teachers in and model design and implication of technology enhanced
learning using research.

3. Content Knowledge and Professional Growth

- Engaged in continual learning to deepen content knowledge and pedagogical
knowledge.

E. Resources

Print material:
https://www.researchgate.net/publication/319545658_Teaching_visual_literacy_thro
ugh_memes_in_the_language_classroom - Article on Teaching Visual Literacy
through memes in the Classroom
 http://www.scielo.org.co/pdf/cesp/v6n2/v6n2a07.pdf - Article on Defining and
characterizing the concept of internet meme

Electronic Material:
http://www.tesol.org/docs/default-source/ppt/13-sept_final.pdf?sfvrsn=0 – Humor
to enhance language and culture instruction PowerPoint

https://www.slideshare.net/malldaffer/memes-in-the-classroom - Memes in the

Classroom SlideShare

Online/Web Material:
https://www.qualitymatters.org/qa-resources/resource-center/articles-
resources/use-memes-for-learning - Learning while using memes

https://www.iste.org/explore/articleDetail?articleid=858 – 5 ways to use memes

with students

http://edtech.tv/make-memes-and-quotes-with-your-class/ - Making memes and

Quotes with Class

https://www.fractuslearning.com/memes-connect-with-class/ - Connecting memes

to the Classroom

These print, electronic and online resources were helpful in developing and

implementing this workshop on using memes in instruction. The printed and online

resources would be used to deepen the understanding of the audience on using memes

in instruction. The electronic resources will be used as a supplementary resource.

F. Evaluation

I will be collecting Qualitative data by asking open ended questions. This will be done

in the beginning of the workshop where I will be discussion the topic of about the value

of memes. I will have a worksheet of questions that each teacher will receive, and

they will answer the questions before I start the discussion. The discussion will come

from some of the questions.

 Sample Item: Do you feel that using memes in instruction will help in student

engagement and motivation?

I will be collecting Quantitative data by using a survey on Google forms. In the survey,

the questions will be multiple choice and rate scale. This will be easy to collect the

data because I can see how everyone answered at one time. In addition to printing

the responses out in an excel sheet to compare the data.

Sample Item: Do you feel that this course will help your instruction?

A. Strongly agree

B. Agree

C. Neutral

D. Disagree

E. Strongly disagree

Collecting the data in two different ways gives multiple ways to analyze the data. This

will allow me to evaluate the thought and opinion of those who participated in the

workshop. The data will support what needs to be changed, taken out or added to the

workshop. While using data it can also in making sure that next time that the

workshop would be more meaningful to the next audience that will receive the

information.

G. Conclusion

There will be opportunities for future activities which are face to face and online. I will

make myself available to come to the school where the teacher is located to watch and

give feedback. When they are using the information, they learned from the course. In

the online activity as a follow up. I will have the teacher to email me their design of

meme that they will be presenting to their class. After I have received the meme, I
will give feedback and would ask for he/she to tell me how the student received it.

Also, the electronic resources will be sent out to the audience members as

supplementary resources .
 Reference

5 ways to use memes with students. (n.d.). Retrieved from

https://www.iste.org/explore/articleDetail?articleid=858

Cannizzaro, S. (2016). Internet memes as internet signs: A semiotic view of digital

culture. Sign Systems Studies, 44(4), 562-586.

doi:10.12697/SSS.2016.44.4.05

Grantham, N., & GranthamThe, N. (2017, June 13). Using Classroom Memes to

Connect with Your Students. Retrieved from

https://www.fractuslearning.com/memes-connect-with-class/

McNEILL, L. (2017). LOL AND THE WORLD LOLS WITH YOU: MEMES AS MODERN

FOLKLORE. Phi Kappa Phi Forum, 97(4), 18-21.

Meme Generator. (n.d.). Retrieved from https://imgflip.com/memegenerator

SCARDINA, C. (2017). Through the Lens of Popular Culture: Why Memes and

Teaching Are Well Suited. Teacher Librarian, 45(2), 13-16.

Stones, E. (2017). "Nobody Puts Baby in a Binder": Using Memes to Teach Visual

Reason. Communication Teacher, 31(3), 137-142.

Wells, D. D. (2018). You All Made Dank Memes: Using Internet Memes to Promote

Critical Thinking. Journal of Political Science Education, 14(2), 240-248.