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This is a presentation and activity to teach the components of celebrity presented in Starstruck
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This is really cool. It has aspects that will engage both visual and auditory learners. The pie graphs and definitions appeal to the different styles and the use of modern celebrities is sure to engage students. Students will love to talk about Lady Gaga and Snooki in class. A way to expand the presentation would be to maybe add historical figures and put a pie chart next to them about their popularity.
I love the piecharts! And the definitions at the beginning are nice, simple explanations of the terms you want the students to know. While the SmartBoard idea is great, I think I like Brandon's idea of letting each individual student fill in the pie chart by printing it out. Then, as a way to maybe expand the topic, you could fill in a piechart on the SmartBoard that is an average of what everybody thought, and talk from there about why we all feel the way we do and what that means for a celebrity.
When I first downloaded this I was a little weary about it as a learning object just because it was a ppt presentation, however once I opened it I loved it! I think it would be so much fun to do this with the class. I would get a kick out of seeing what each student thought, if a Smart board wasn't present and the teacher printed these out for the students to fill in.Honestly, I would prefer to print them out so that you could see what each student thought then compared them. I know my views on Lady Gaga's talent vs celebrity residual would be different then others since I am a huge fan! This is a great L.O., good work!
This is really an excellent learning object! I feel like this is something that will definitely get a rise out of students when they decide who deserves the actual fame. What I also liked about this learning object was that if you didn't have a smart board it was still something you could use. Since technology is sometimes unreliable in the classroom I think that making copies and turing this into a worksheet for students to compare would be an excellent idea. The only improvement I think that this learning object needs is just what Louis referred to above, that possibly the question might be a little confusing to students and maybe could be broken down into something that is easier for students to understand so that they are able to form a more developed opinion on the topic.
This learning object is useful because it explains what the celebrity residual is and analyzes figures from popular culture. Students would have a great time debating how much talent a celebrity has as opposed to their overall status. I thought the people that were added in the slide show were a good selection and liked reading in the rationale how a teacher can easily update this learning object in the future. The only issue I had with this learning object was that I was not able to view the image on slide 3. I am not sure if it is my computer that is acting up or if there is a problem with the file, but an error like that can be a hindrance to teachers who stumble upon this activity.
This learning object is both relevant and engaging to students due to the subject matter that it asks students to consider. By using contemporary celebrities, and introducing important vocabulary for students to use, students are being asked to critically consider their thoughts and views on people who may actually have a huge impact on their lives. Celebrities are role models and the better that students are able to use a critical eye on the things that they might idolize, the better the experience will be for them the next time they need to be critical and analytical about a subject. I'm not sure how students will react the final question, though, and feel that it might not be the discussion starter that it might be expected to be. Not only is the wording disjointed and confusing upon the initial reading, who knows what students know about being famous for being famous instead of being famous for doing something well. If the quote could be paraphrased into something easier to decipher, and the question a little more open-ended, this final discussion question may prove more effective in the classroom.
I like the idea behind this learning object on a couple of different levels. For one thing, I believe it's actually a very important subject matter- its important for young people to hear a wide range of real-life opinions about celebrities, other than what they see on "Entertainment Tonight". I also like the format you've chosen to use when presenting this issue; you introduce the idea of 'celebrity residual', and then ask students to respond to a visual stimulus where their responses are strictly opinion-based and cannot be wrong. This seems like a great way to help students lower their affective filter enough to engage with the subject matter without fear of answering wrong. I also like the fact that you're using this engaging and non-threatening stimulus to fuel language production by asking students to explain their responses in their own words. Finally, I also like that there's an opportunity to get them talking to each other in small groups in response to the quotation at the end, which is probably abstract enough to be intimidating to at least a few students if they were being asked to respond to it individually. This way, they can hopefully scaffold each other's comprehension of what Mr. Braudy is saying and develop their responses cooperatively. Excellent learning object, I wouldn't really change anything about it.