
Carole
Blair and Thelma Margulies
Cletis Tatum
Tonya
Hall
Cletis
Tatum lives and teaches in Texas.
She is a graduate of the 2001
ALMA National Training Institute.
Cletis incorporates TV411 into a two-day orientation program
for new students. "The [TV411] videos are like hooks
to grab the attention of students," she says. Of
the nine hours of class time, about a half an hour is devoted
to viewing TV411. Her objective is to make her students,
all of whom have had negative experiences in traditional
school settings, more successful learners by helping them
discover their strengths and build confidence.
Cletis begins the orientation
with a TV411 segment on multiple intelligences, hosted by ABC
news anchor, Antonio Mora (Episode 18). This topic generates lively
discussion, in which students identify their particular type of
intelligence, be it verbal, spatial or musical. They come to see
that school performance is not the only measure of intelligence.
Next, Cletis plays
a segment on auditory, visual and kinesthetic learning styles
and has her students complete a survey from TV411 In Print (Issue
3) that helps them determine their learning styles. That night
for homework, the students give the survey to at least one friend
or relative. These results inspire plenty of conversation the
next morning.To teach time management
skills, Cletis plays a segment in which a mother and her teenage
daughter create a schedule that accommodates both work and play
(Episode 15), and another in which WNBA Utah Starzz player and
new mom, Olympia Scott Richardson, shares her strategies for getting
things done (Episode 16). Cletis also relies on Milestones segments,
such as the
profile of Dallas Farmer (Episode 1), which demonstrate the rewards
of commitment and hard work.
Here are some pointers
from Cletis about using TV411 in your classroom:
1. Using TV411
is like seasoning a meal: Use just the right amount
to supplement and support your learning objectives.
2. Leave the lights on in the room - you don't want to signal
students that it's nap time.
3. Watch the video right along with your students. Model what
you want them to do.
4. Introduce each segment by telling students what to
expect, what to watch for, and the purpose for the activity.
Facilitate post-viewing discussion.
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