ASSIGNMENT

OF

ENGLISH TEACHING MEDIA

Lecturer : Efa Silfia, S.PD., M.Pd.

Arranged by :

Sebrina HendriZahir

(1800888203008)

ENGLISH LANGUAGE EDUCATION

FACULTY OF TEACHER TRAINING AND EDUCATION SCIENCE

UNIVERSITY OF BATANGHARI

JAMBI

RESUME THE 3RD CHAPTER : TEACHING MEDIA LITERACY

Inclusivity and differentiation

All learners must have, in terms of their human rights to education, equal access
to the curriculum and to the learning environment. For the teacher, this means
careful consideration of specification, unit, text and topic choices, and these
should be made on the basis of student interests and profiles as opposed to
teacher preference (for example, resisting the temptation to take the easy option
by dusting down the Press Regulation resource box for the fifteenth year
running when the students might find more currency in Social Media).
Inclusivity extends to the accommodation of a variety of learning preferences
(we are anxious not to use the term ‘learning styles’ as

we are uncomfortable with the rather blunt and quasi-scientific assumptions

made about right and left brain tendencies, for example), and to the provision of
variety in learning outcomes and their assessment. An inclusive classroom will
be an arena in which a calm atmosphere pervades and learners feel safe, so there
is a classroom man-agement element also. It will also be a space where nothing
is ‘set in stone’ – where teachers are comfortable with what we call ‘pedagogy
of the inexpert’ (Kendall, 2008)

– power is handed over, students are encouraged to ask questions about why
some things are on the curriculum when others are not and taste is not allowed
to masquer-ade as value.Differentiation should be a given in learning and
teaching and it is alarming that it can be treated by some teachers as an adjunct
to classroom practice (it appears as an extra column on schemes of work, for
example, separate to ‘lesson content’). Equally disturbing is the claim made by
some Creative Arts teachers (we include Media in this) that their subject itself
guarantees differentiation. A differentiated learning space is one in which
students collaborate in their exploration of subject matter, skills and concepts
and flexibility is constant: in task and assignment setting, in the rhythm and
pace of the work done, in resource allocation, in opportunities to succeed and in
feedback. The most common question asked of trainee teachers at the end of
observations is, why were they all doing the same thing at the same time? If you
want to control a group of people, if that is your primary objective as a teacher,
then of course you will want to have everyone doing something that is
commonly measurable and you will want to reduce the potential for chaos and
confusion. But real life is complex and people learn by being involved in
differently punctuated activities and practices, so the more alien the classroom
experience from how human beings develop in social life, the harder it is to
facilitate learning. And the key question is, why would you really want to
control a group of people? What has that got to do with learning?