a.

Video Case Studies Project

b. Video Case Study #203 (Part 2 of 8) Determining the Influence of Media on
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American Culture and Stereotypes

Ryan Thompson
EDCI 5260 Fall 2015
No paid teaching, co-teaching or paraprofessional experience.
Domain One Planning and Preparation
i. Domain Rating
a.) Effective Proficient
ii. Evidence of Rating
1. The learning outcomes invite higher order thinking on part of all
students. At 3:45, the teacher poses a thought provoking question
directly related to the lesson of stereotyping in media institutions.
She asks whether the media constructs an image or a message, and
by emphasizing that there is no right or wrong answer, the teacher
invites higher order thinking. At 14:55, the very end of the video,
she asks, essentially, what do we do? By posing this question,
she directly challenges her students to be the agents of change they
wish to see in the world. I believe all students from all
backgrounds are more than capable of responding to such a
challenge.
2. The outcomes are of a diverse constitution. They are broad and not
range-restricted. Conceptual understanding, the social aspects of
communication, and critical reasoning are all incorporated in this
lesson. Critical thinking and reasoning is explicitly called for here
via the Socratic Method, a process wherein a teacher responds to
dialogue by asking increasingly higher order and substantive
questions through which learning can potentially occur.

Conceptually, the students operate under the premise that

stereotypes are perpetuated in various ways by the media. As far as
the social, humanistic aspects of communication; two of the
students (from 12:00-13:13) provide poignant anecdotes about
their own classroom experiences relating to religious stereotypes.
g. Domain Two The Classroom Environment
i. Domain Rating
a.) Highly Effective
ii. Evidence of Rating
1. A hallmark of a highly effective classroom environment is that
relatively little time is lost due to mundane routines. From what I
can gather, this entire video (0:01-15:00) shows no evidence of lost
classroom time due to roll call, turning in permission slips,
recording the lunch count, etc. All fifteen minutes are solely
discussion about the subject matter.
2. The Socratic Routine seems to be well understood by all the
students. The teacher frames the discussion with a thought
provoking question or statement, and the students do the rest. The
students respond to each others words without prodding from the
teacher (e.g. 4:48, 4:56, 5:07, 5:13, and so on) and the video gives
the listener the overall impression that the class runs itself.
h. Domain Three Instruction
i. Domain Rating
a.) Effective Emerging
ii. Evidence of Rating
1. Several of the questions are thought provoking, but others seem
aimed at a preconceived correct answer or answers. Instead of
asking the students How much democracy is in marketing and the
media? she states that there is no democracy in marketing or the

media and asks the students to recite the six largest media
conglomerates (1:45), as if the mere names of corporations could
evoke endless images of injustice and unfairness. At 8:45, the
teacher rhetorically asks what the media assumes when it produces
a movie, to which two or three students expectedly say that
everyone will react the same way (8:57). This view relies on the
teachers premisewhich she prefaced this rhetorical question
withthat everyone conforms to or aligns with attitudes of
homogeneity.
2. Throughout the video (0:01-15:00), there appears to be little
evidence that students understand the criteria of assessment or that
there is assessment at all. The teacher only sporadically convinces
the students to engage in self or peer-assessment, and any
assessment seems to be done mostly by the students. For
instance, many of the students challenge the views of the student at
4:20 and 10:25 but the teacher sits silently, and there is no
indication that this students uninformed sentiments are not just
mere opinions in a vacuum rather than opportunities for selfreflection, for learning, and for the examination of her own views.