Mastery Model
Mastery Model Lesson Planning: New American Lecture Strategy
Gregory Porter
Walden University
Professor Derby
T1001 Instructional Models and Strategies: EDUC 6330
January 12, 2008
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Mastery Model Lesson Planning: New American Lecture Strategy
The New American Lecture Strategy (Laureate Education, 1996) is the appropriate vehicle
to create a proper mastery model lesson in training students to be effective in one element of the
broadcasting curriculum. Media literacy, defined by KQED as the ability to read, analyze,
evaluate and produce communication in a variety of media forms like television, print, radio, and
computers (2007), integrates all four of Carl Jung’s learning styles (Silver, Strong, and Perini,
2006).
In this lesson, students will be taught how to write and organize voice-over stories for the
school’s broadcasting program. Voice-over stories are news reports where students write a story
and provide pictures or video footage to accompany it. An assistant producer from another class
will input their story into the script for the next day’s newscast while the graphic design team
transfers their pictures or footage to the video line up on the broadcasting computer. The story
will be read by one of the anchors on the live show while pictures or footage is played on the air.
Because creation and organization of this process is intricate, students do not often recall
the appropriate procedures, and assignments get lost or misplaced. Implementing the four phases
of the New American Lecture Strategy will establish a good instructional foundation while
providing visuals and steps necessary to recall information throughout production.
In the first phase, an anticipatory set is executed to hook students, a concept Dr. Hanson
advocates to catch students’ interest (Canter & Winberry, 2001). It is designed to reach students
of all four learning styles while presenting the lesson. The introduction involves the following
script for the anticipatory set:
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Do you like stories? Recall a time when someone was telling a story where you
could visualize the imagery in your head. When you think of a story being told about
a child playing with a ball, do you wonder what color the ball is, weather the child is
a boy or a girl, what ethnicity the child is, what the child is feeling at that moment,
what the child is thinking about, who is with the child, or where the story is taking
place? Do you think the child is inside or outside? Why do you suppose the child is
playing with the ball?
Have you heard the phrase that a picture is worth a thousand words? What
does that mean? When do you use pictures to send a message? When do you see
pictures on the news? What kind of pictures do you see? Are pictures important to
have on the news? What would news shows be like without pictures?
This anticipatory set primarily engages the NF learner as students use their imagination to
“see” the story. Additionally, this introduction allows the ST student to live in the moment, the
SF student to use prior experience, and the NT learner to develop an understanding. The latter
three will become more engaged as the lesson progresses.
The first phase of this process continues as the hook evolves into a kindling process where
learners internalize the questions of the anticipatory set. This strategy is further developed as
open discussion encourages students to share personal experiences and ideas. The collection of
student input recognizes and validates their thoughts.
The lesson continues as a video clip reveals a student newscaster reading a story to the
camera. Following that, another clip is played of the newscaster reading the same story while
pictures are displayed on the screen. Students will compare and contrast the two clips. This
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begins the bridging concept where learners connect the principles being taught. Further
discussion provides a launching pad for students to build off of ideas.
In the second phase of the New American Lecture Strategy, a Power Point presentation
defines the voice-over and demonstrates the process of writing the narrative, collecting visuals,
and organizing information. A visual organizer (figure 1) parallels the presentation so students
may actively participate in the lesson while recording important information for future review
and recall.
In the third phase where students collect information and visually connect it, the V.O.
visual organizer is designed to be more visually stimulating than the standard worksheet. The
organizer chunks the information as it follows the flow of the Power Point presentation so
students “show it” after the instructor “says it.” Shaded areas of the organizer represent portions
students will frequently revisit throughout production. This provides easy access for autonomous
use. Naming the pictures appropriately is the next area that requires frequent recall. This has
been noted on the organizer with a camera icon for quick reference.
Phase four involves questions for review. To benefit mastery students, questions will focus
on review of material such as what the definition of a voice over is, where files are organized,
why the pictures are named with numbers, and how the V.O. folder is organized. Students will
repeat the information several times. This allows the mastery student to recall the information
through repetition. Student will be asked to explain why V.O. stories are designed in lieu of
simple narratives, the reason story contents require the same name, and the purpose for
organizing the files. This assists the understanding students in thinking about, comparing, and
contrasting information so the process makes sense. Additional questions will be posed to
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address the connection of visuals to a story reflecting on portions of the anticipatory set. This
encourages self-expressive students to use their imagination to speculate and draw conclusions.
These inquiries engage them in stimulating “what if” questions. Discerning between interesting
and dull stories paired with a discussion of the human element in pictures will be the final
segment of phase four. Interpersonal students will connect with feelings, emotions, likes, and
dislikes as possibilities are examined.
This voice-over lesson taught under the umbrella of the New American Lecture Strategy is
certain to stimulate curiosity, reduce anxiety, and ignite imagination as teams independently
pursue their job assignments. By addressing all learning styles and connecting the information in
four different phases, this will set students up for success. Furthermore, the entire student body
will benefit as new and interesting information is disseminated by students through students via
the school’s daily morning show.
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Fig. 1: Visual Organizer
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References
Canter, L., & Winberry, K. (Directors). (2001). Program 8: The Hook and Hold Strategy:
Anticipatory Set [Motion picture]. Los Angeles: Laureate Education, Inc.
KQED. (2007). Education and Learning. Retrieved March 28, 2007, from
http://www.kqed.org/topics/education/medialiteracy/glossary.jsp.
Laureate Education, Inc. (Executive Producer). (1996). Program six: New American Lecture
Strategy. Building your repertoire of teaching strategies [Video recording]. Los Angeles:
Author.
Silver H.F., Strong R.W., & Perini M.J. (2006). Learning Style/Multiple Intelligences Checklist.
Ho-Ho-Kus, NJ: Thoughtful Education Press, LLC.
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