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INSTRUCTOR's MANUAL for the BROADCAST INSTRUCTOR’S MANUAL for THE BROADCAST CENTURY 5e by Michael C. Keith and Robert Hilliard Manual by Larry Miller FOCAL PRESS Boston Oxford Johannesburg Melbourne New Delhi Singapore © 2010 Elsevier © 2010 Elsevier, Inc. All rights reserved. TABLE OF CONTENTS: INTRODUCTION: USING THE INSTRUCTOR'S MANUAL Overview Letting THE BROADCAST CENTURY work for you: Range of Student Ability and Interest: The First Class Sets the Tone Using THE BROADCAST Century’s Special Features COURSE ORGANIZATION, by chapters Overview Review and Discussion topics Class Activity Quizzes TESTING AND GRADING Topics for written text reviews, in-class discussion Projects Research papers Weekly quizzes Midterm and Final Exams APPENDICES: A. Sample Syllabi 1 © 2010 Elsevier, Inc. All rights reserved. INTRODUCTION: USING THE INSTRUCTOR'S MANUAL OVERVIEW The Broadcast Century is a popular history of the most influential and innovative industry of the 20th century. The story of broadcasting is told in a direct and informal style, blending personal insight and authoritative scholarship to fully capture the many facets of this dynamic industry. The book vividly depicts the events, people, programs, and companies that made television and radio dominant forms of communication. The ability of radio and television to educate, enlighten and stimulate the contemporary mind is perhaps the most important of all modern technological developments. The Broadcast Century places the communication revolution in a comprehensive chronological context, allowing readers to fully grasp the media's profound impact on the political, social, and economic spheres. Numerous personal retrospectives from broadcast pioneers, including Garrison Keillor, Julia Child, Norman Corwin, and Steve Allen, add an intimate dimension to this eminently readable narrative. Also included is a current events timeline, which runs throughout the entire length of the book. Featured in the timeline are milestones in radio and television development as well as world events, allowing readers to place the progress of media in a larger historical perspective. Over two hundred illustrations and photographs are provided that reflect the changes and growth of radio and television. This edition will include an updated chapter that presents the upcoming developments for the new century and their probable impact on broadcasting. Experienced instructors know the advantage of exchanging teaching tips and materials with colleagues. They are quick to seek suggestions to remedy a class presentation that doesn't quite click or to seek a fresh approach to often-taught material that seems to be getting stale. An Instructor's Manual is like another colleague, offering them selected bibliographies, homework assignments, discussion questions, and class activities, as well as prepared quizzes and tests. Instructors new to a course are sometimes less comfortable asking for assistance, so an Instructor's Manual can become for them an invaluable tool. Besides what appeals to experienced instructors, the Manual also provides model course syllabi, chapter outlines, a discussion of student ability ranges and how to accommodate those differences, as well as suggestions on how to use all the special teaching aids provided in The Broadcast Century- 4e. This Instructor's Manual is provided by the publisher as an extra aid to those instructors who have chosen The Broadcast Century as their text. The material in the Manual may be duplicated in whole or in part for use of students assigned The Broadcast Century as their classroom text. If you are using the .pdf version of this manual, the suggested method is as follows: you can either print out the desired page as is for a quiz, exercise or assignment directly from the manual, or use the Adobe Acrobat Reader TEXT tool to copy and paste the page into your favorite word processing application, where you can then edit it and print it out. The Acrobat reader is available as a free download from the Adobe website. 2 © 2010 Elsevier, Inc. All rights reserved. WHAT'S INSIDE: LETTING THE BROADCAST CENTURY WORK FOR YOU The first section, The Range of Student Ability and Interest, begins with a discussion of the wide range of student ability and interest levels encountered in today's two-year and four-year colleges. Specific methods and procedures are recommended for sustaining an interesting, productive pace, while still accommodating the needs of less prepared students. The next section, The First Class Sets the Tone, reinforces what experienced instructors have learned, that student motivation and instructor credibility are established at the outset of a course. Using the Text's Special Features is one of the most useful sections, since it highlights the teaching aids incorporated into The Broadcast Century. The numerous excerpts from industry experts can be used several ways to enhance class discussion, prompt productive research, and continually remind the students that this course deals with reality not abstract theory. Finally, the visuals are explained as an integral part of the text's educational content, providing valuable information more compactly and more clearly than possible in the written text. These visuals are to be treated as part of the text assignment, not as a mere adjunct. They will be the source of several in-class and outside assignments. The Course Organization section provides a general outline by chapter as the basis for the course; the appendix has sample syllabi for various communications courses, including Broadcast History, Radio History or Television History. Chapter Outlines treats each text chapter in detail, providing a chapter outline, discussion generators, class activities, a chapter quiz, projects and suggested outside assignments. The discussion topics and class activities are intended to provide alternatives to and supplements to the class lecture. The chapter quizzes can be used as preparation checks or can be combined as unit tests. The projects and assignments are typical reinforcement exercises and research projects to aid student retention of key concepts. The section on Testing and Grading briefly covers test question generation for those unfamiliar with The Broadcast Century or new to the teaching field. Range of Student Ability and Interest: With most high school graduates now encouraged to pursue a college education, the range of preparedness levels of entering freshmen is quite wide. The consequent pressure on instructors of introductory level courses to accommodate many diverse learning strategies, experiential backgrounds, and aptitude levels in a single class grouping is extreme. Seeking a "least common denominator" as a target audience is no longer feasible, with today's increased percentage of academically under prepared, learning skills deficient, and learning disabled students populating the average classroom. Instead, multi-sensory and collaborative learning strategies are proving successful. 3 © 2010 Elsevier, Inc. All rights reserved. A multi-sensory approach is based on contemporary learning theory and research which recognizes that few students learn effectively in a purely lecture forum. A student's primary learning mode can be visual, auditory, tactile, or some combination of these three. Therefore, key material should be presented in all three modes when possible; hence, The Broadcast Century's inclusion of numerous visuals to complement the printed text. Whenever feasible, the instructor should provide tactile demonstrations of key concepts and procedures within the class setting. Collaborative learning employs the buddy system for shared learning experiences. It involves assigning small teams of students (3-4) to a particular project, carefully mixing leaders with more passive learners. Often the less academically proficient students are sufficiently articulate to assume leadership roles, while the brighter students are quieter but will control the group's progress. Students learn quite readily and without self- consciousness from other students, allowing the collaborative learning experiences to supplement the instructor's presentations. By working with each group throughout the semester, the instructor also breaks down any resistance a student may have to approaching the instructor for extra assistance. Academically under-prepared students have inadequate background courses to prepare them for the work to be covered. These students can use the Feature Boxes, and Suggested Further Reading listings to clarify concepts and research needed background. Class presentations can also provide a background context for each new or complex concept being presented. Students deficient in basic learning skills (i.e., reading, writing, reasoning, articulating, and/or computing) are of more concern to instructors who wish to sustain a productive pace and challenge their better students. These students may have the aptitude to succeed in college-level courses, but they lack the information processing skills to master the course material. Surprisingly, small adaptations in teaching methods can accommodate their basic needs without disrupting the normal pacing of the course. Skills deficient students can benefit from the instructor previewing all reading assignments, which involves explaining the purpose of the assignment and pointing out the key concepts or data to be studied. This is most effective when provided in a written handout or when presented on the chalkboard. These students also need organizational reinforcement; hence, the inclusion
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