I used Prezi to design my media infused presentation on the Spanish American war. At first, I was a bit frustrated that I had to learn a new software application as well as create a project. I use PowerPoint often as a teacher and as a instructional supervisor. I like the numbered slides and the linear design of PowerPoint, at least I thought I did. When I really got into my Prezi and began to see its possibilities and I found the non-linear method of designing it inspires more creativity and flexibility in my presentation. Using Prezi also gave me a new perspective on Howard Garner’s, Five Minds for the Future.
Gardner lists five minds for the future, however, for this project, I was asked to focus on just two of those, the Disciplined Mind and the Synthesizing Mind. Gardner describes the Disciplined Mind in this way, “The disciplined mind has mastered at least one way of thinking – a distinctive mode of cognition that characterizes a specific scholarly discipline, craft or profession.” (Gardner, 2000, page 3). I am a mature woman, and I was educated in a system that focused its energy on fostering this type of mind. It has served me well. I am very used to this way of thinking and if you had asked me, before this project, which of Gardner’s five minds I most identified with, I would have responded the Disciplined Mind. After finishing this project, I find myself wondering if I am more inclined toward the Synthesizing Mind. The synthesizing mind takes information from disparate sources, understands and evaluates that information objectively, and puts it together in ways that make sense to the synthesizer and also to other persons. (Gardner, 2000, page 3).
I mention my thoughts on my own identification with the Disciplined and Synthesizing Minds because I think it is important that we, as educators, are aware of where our strengths and weaknesses are. All these many years I have believed what my teachers taught me that a disciplined mind is the only way to approach a subject. Gardner makes it clear that in order for us to help students develop a more synthesized mind, “ we need role models – individuals who are gifted at multiperspectivalism, interdisciplinarity, and/or synthesizing” and “we need criteria that establish the differences between excellent, adequate and inappropriate interactions”. (Gardner, 2000, page 75). Teachers need to be vigilant toward these ends. One way we can do this is through the curriculum we design for our students. We can provide cross content, media infused, nonlinear content using methods and techniques that support both the Discipline and Synthesizing Minds.
The multimedia presentation I designed allows for the Disciplined Mind to focus on learning the history of the Spanish American war. The disciplined mind can move from item to item in an organized, chronological and disciplined way. This is especially true if the presentation is teacher directed and viewed as a group. A Synthesizing mind can view the presentations in any order and bring all aspects of the literature of the time period, the music, the medical science and technology issues related to the war into a synthesis. In a group situation both types of minds can benefit from and share with one another’s perspectives on the lesson. The design of the presentation which aligns to standards from various content/subject areas and presents varying perspectives using text, images and other digital media resources fosters critical thinking for all students. It was also a learning experience for me as the designer.
Below is my presentation and it is followed by the PA State Standards aligned to the lesson, as well as a list of resources used:
Alignment to Pennsylvania Standards
Subject Area - 8: History
8.1.12.A: Evaluate patterns of continuity and rates of change over time, applying context of events.
8.1.12.B: Evaluate the interpretation of historical events and sources, considering the use of fact versus opinion, multiple perspectives, and cause and effect relationships.
8.3.12.A: Evaluate the role groups and individuals from the U.S. played in the social, political, cultural, and economic development of the world.
8.4.12.A: Evaluate the role groups and individuals played in the social, political, cultural, and economic development throughout world history
1.3.12.A: Interpret significant works from various forms of literature to make deeper and subtler interpretations of the meaning of text. Analyze the way in which a work of literature is related to the themes and issues of its historical period.
Subject Area - 7: Geography
7.1.12.A: Use geographic tools to analyze information about the interaction between people, places, and the environment.
Subject Area - 3: Science and Technology and Engineering Education
3.4.12.A1: Compare and contrast the rate of technological development over time.
3.4.12.B1: Analyze ethical, social, economic, and cultural considerations as related to the development, selection, and use of technologies.
Subject Area - 10: Health, Safety, and Physical Education
10.1.12.E: Identify and analyze factors that influence the prevention and control of health problems.
Subject Area - 9: Arts and Humanities.
9.2.12.D: Analyze a work of art from its historical and cultural perspective.
9.2.12.E: Analyze how historical events and culture impact forms, techniques and purposes of works in the arts (e.g., Gilbert and Sullivan operettas)
Resources
American experience | the great fever | people & events | scourge of the Spanish American war . (n.d.). Retrieved from http://www.pbs.org/wgbh/amex/fever/peopleevents/e_cuba.html
Gardner, H. (2009). Five minds for the future. Boston, MA: Harvard Business School Pr.
Intelecom. (2004).The White Man's Burden: America in the Philippines, Puerto Rico, & Cuba [Video Segment]. Available from http://www.discoveryeducation.com/
Jeffries, R. (2001). The rough riders and colonel Roosevelt by the Theodore Roosevelt association:. Retrieved from http://www.theodoreroosevelt.org/life/rough_riders.htm
Media Rich Learning. (2001).American and Spanish Expansionism at the Turn of the Century [Video Segment]. Available from http://www.discoveryeducation.com/
Media Rich Learning. (2001).The Spanish-American War Begins [Video Segment]. Available from http://www.discoveryeducation.com/
Robinson, C. (Artist). Crucible of empire - pbs online. [Web]. Retrieved from http://www.pbs.org/crucible/music_cover11.html
Smithsonian Institution, The price of freedom: Americans at war. Retrieved from http://americanhistory.si.edu/militaryhistory/printable/section.asp?id=7
The Spanish American war: battles of 1898. (2006, November 22). Retrieved from http://highered.mcgraw-hill.com/sites/dl/free/0072424362/128856/im_2256.swf
William Hearst and the Spanish American war. [Web]. Retrieved from http://www.hulu.com/watch/76830/livemojo-william-hearst-and-the-spanish-american-war
Yellow journalism and the Spanish/American war:. (1997, June 24). Retrieved from http://alt.tnt.tv/movies/tntoriginals/roughriders/jour.influencewar.html
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