The following lesson was created to supplement a complete Digital Citizenship course for West Virginia high school students. Consideration was given to Common Core Standards and 21st Century Skills.
The lesson on Commerce can be following by teachers and students using this Weebly Site:
The Savvy Planner
Link to WV Digital Citizenship site page for Commerce (includes standards and rubric for summative assessment): WV Digital Citizenship Commerce
The lesson overview with rational is below and may be printed.
Wednesday, June 12, 2013
12 June 2013
Talk about three things you have learned this week. How can they impact learning in your classroom? Name two things you would like to share with your co-workers who could not attend this training. Provide one suggestion for us (trainers) to improve next year's summer training sessions.
The most important item I have gleaned from this training is how to scaffold different types of technology to teachers during PD sessions and students in an attempt to foster a more advanced educational technology endeavours. I have also discovered some great new apps (via Apple App Store) that serve as a means of breaking down texts into discussion and direct connection responses. Through these app discoveries, I have also learned more ways to 'flip' my classroom.
As for two items I can pass on to my teacher peers, I feel any of the above mentioned items would be wonderful to share.
For such a technology-based assignment (DC lesson), I would allot more time to teachers to really research the DC element, the connection to their content, and scripting/ outline a meaningful lesson. If I had not already completed this assignment prior to this session, I may feel rushed to really create something I can use in my classroom.
11 June 2013
Using the SAMR model, where do your lessons typically fall? What are some things you can do to move closer to the R? What kinds of ideas do you have for project-based learning in your class?
Considering this model and the type of class (learners, acceptance of information, etc.), I say typically lessons will encompass a percentage of all of these modes; however, I prefer and try to be in Modification and Redefinition the majority of the time. That is where the learning takes place as well as the opportunity to make the information 'their [students'] own'.
Project-based learning is a unique opportunity for teachers to transition from direct instruction mode to facilitator networking between their students who are all demonstrating new takes on the task at hand. Not only does this type of learning keep the students on the task and engaged, but it also allows the teacher to conduct several small group discussions and introduce different opportunities to scaffold information based upon formative assessment (peer meetings, small group discussions, simple progress checks) during the workshop.
Monday, June 10, 2013
10 June 2013
With today's sessions in mind, what are some ways you can teach digital citizenship and/ or cyber safety in class? What kinds of lessons or activities do you have in mind?
I already integrate cyber safety in terms of my honors classes and Debate ELO. These classes incorporate the use of a blog where the students must create posts or upload videos/ media files. In order to protect their identities, we create their profiles together and generate user names that are easy to decipher yet give away no personal information.
Also, due to the public nature of Blogger, this is also an opportune time to discuss cyber etiquette in terms of communication.
This year, the Ninth Grade Acaademy ELA teachers tackled a mini unit on 'sexting' and social media cyber bullying.
I imagine future (more advanced) lessons concerning digital literacy, communication, and commerce will be incorporated within suspended curriculum, research, and presentation/ media resources.
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