Tuesday, 26 October 2010

iTeach180 Day 24-26

This week students will be breaking down social media sites and building a comprehensive guide on our classroom wikispace. This project is designed to engage students by highlighting the positive and negative aspects of social media. Students will present positive ways in which social media can help them showcase their talents and connect with a vast audience. On the other hand, students will also present ways in which social media, if used inappropriately and irresponsibly can hurt their online identity.

Objectives:
Students will be able to compare and contrast the differences between positive and negative uses of social media.
Students will be able to analyze the positive and negative attributes of social media
Students will be able to present the positive and negative attributes of social media

The Process:
1. You may assign or have students choose the social media they want to analyze. I would suggest presenting each group with one social media platform to save time.

2. Once students are arranged in their groups, they must create a pro a con list for the social media they will be analyzing. Have each group open a Google Doc and share it with the teacher and all group members.

3. Once you have your wikispace up and running, have one member of each group create a link for their social media in navigation frame of the wikispace (left-hand side).

4. Either on the wikispace or a handout, have students address the following questions:

A. Imagine that our school blocked your site. How would you present an argument to the administration to unblock this site? Why does the school need it? How will the students’ learning benefit from having this site open? NOTE: Keep in mind counter arguments to your points as you present.

B. Interview one teacher and one administrator in the building. Ask him or her how they would use this site in the school and why we should have access to it throughout the building. NOTE: Please present a list of interview questions beyond the prompt I suggested in the previous sentence. Also, follow the MLA guidelines for citing an interview.

C. Interview a guidance counselor and if you have the opportunity, a college representative. Ask them how students can use social media to increase their chances for college admission. Also, consider how students can hurt their admission chances if social media is used inappropriately. NOTE: Please present a list of interview questions beyond the prompt I suggested in the previous sentence. Also, follow the MLA guidelines for citing an interview.

D. Interview two students and ask them how they use social media. Also, ask if they think their use of social media will help or hurt their digital identity. NOTE: Please present a list of interview questions beyond the prompt I suggested in the previous sentence. Also, follow the MLA guidelines for citing an interview.

*** If you record any of your interviews, make sure you seek permission with your candidate before start filming or recording his or her voice***

5. I would like each group to set up a shared Google Doc folder that all members can access. In this folder you will house all of the files your group is using for this project.

6. One member of each group (or a different member each day) must compose a daily reflection blog chronicling the progress of the group’s progress.

This project will take several days and in the end we will have a valuable resource made by students for students, teachers, parents, and administrators. This wikispace can become a sustainable document that future classes can learn from and add to as social media continues to evolve. In short, the class will be creating a digital textbook for digital citizenship in a high school classroom.
If you decide to try this lesson with your class, please share a link to your wiki in the comment box below.

Friday, 22 October 2010

iTeach180 Project Day 23


Today’s lesson will introduce students to the term digital footprint. In the beginning of this lesson, simply write this term on the board. Have students come up to the board and write what they think the term means. Allow a few minutes for writing and then follow up with a discussion about what students wrote. 
1. Transition this conversation into a discussion about identity. Ask students to answer these questions:


  • ·      How would you describe your face-to-face identity (how people see you every day)?
  • ·      How would you describe your virtual identity (how people view you online)?
2. Using yourself as an example, ask students how they perceive you as a teacher? Write down their responses on the board.

3. Google yourself and ask students to describe your digital identity. Watch the video below. 


video


4. Continue the discussion by comparing the two identities. Do they match up? Are they vastly different? What are some of the differences between digital and face-to-face identities? Depending on time, these questions may be used to continue the discussion in class, or you could have students write a blog post comparing the two identities. 

Tuesday, 19 October 2010

iTeach180 Project Day 22

Yesterday I introduced the concept of digital citizenship. I presented digital and social media in a positive light rather than explaining the negative elements that usually sensationalized and over dramatized by the news. However, every teacher should present the negative, dark side of social media and empower their students with lessons to prevent these abuses from happening.

Today we will be doing just that. Depending on your class time from yesterday, your presentations on social and digital media tools may have leaked over into two class periods. If this is the case simply push back one day. Today's lesson will similarly model yesterday's lesson, but focus on the negative side of technology use.


Objectives:

Students will be able to define the negative impact of digital and social media
Students will be able to demonstrate the negative impact of digital and social media

Process:

1. Have students arrange in groups of 2-3 (depending on your class size and structure)

2. Present each group a social and digital media tool

  • Twitter
  • Facebook
  • Skype
  • Flickr
  • iPhone or iPod Touch
  • YouTube
3. Once each group has their tool, briefly explain what each tool is and its function. Most of the tools are common knowledge, but provide some background information in case students are unaware. 

4. Have students work together on a Google Doc that is shared with you. In their groups, they must address the following questions when they present their findings to each other and on their blogs: 
  • How can my tool be used to distract or impede learning in my high school classes? 
  • How can my tool hurt my image and my talents to a college admissions board?
  • How can my tool hurt my chances of landing a job?
  • How can my tool hurt the reputation of one of my peers? 
Once you have presented these questions, allow students some time to work together researching the tool they have been given and developing their ideas. Depending on your class time you may wish to have them work on this project for more than one day or if you have the luxury of a block schedule, you can easily finish this task in one period. Again, this lesson is simply the antithesis of yesterday's lesson on positive impacts of social and digital media. You may chose a different method of presenting these contrasting ideas, but make sure you cover both sides of these new learning tools and platforms. Allow your students to see different perspectives on how these tools can be used to both empower and hurt themselves and their peers. 

5. The final part of this project will be to have students present their tool to the class. They may use any method or form of presentation. As an exit slip or homework assignment, have students write a reflection blog on the tool they presented and one of the tools that was presented by another group. 

Monday, 18 October 2010

iTeach180 Project Day 21

Today my class will begin strand 2.0, Digital Citizenship. Some may argue that this strand should be the first covered in the span of a school year, however, it is better to observe students behavior in cyberspace before giving them a list of things they cannot do. Plus, it provides a mutual trust with student and teacher.

Today's lesson will begin by talking about the positive impacts of using digital and social media in high school. Again, before telling students all of the negative stories of digital and social media,  put a positive spin on what you will be teaching for the next few weeks. It is easy to present social and digital media as negative entities, however, show your students that you believe in this powerful medium and that you trust they will use it in a responsible manner.

Objectives:

Students will be able to define the positive impact of digital and social media
Students will be able to demonstrate the positive impact of digital and social media

Process:

1. Have students arrange in groups of 2-3 (depending on your class size and structure)

2. Present each group a social and digital media tool

  • Twitter
  • Facebook
  • Skype
  • Flickr
  • iPhone or iPod Touch
  • iPad
3. Once each group has their tool, briefly explain what each tool is and its function. Most of the tools are common knowledge, but provide some background information in case students are unaware. 

4. Have students work together on a Google Doc that is shared with you. In their groups, they must address the following questions when they present their findings to each other and on their blogs: 
  • How can my tool be used to enhance my high school classes? 
  • How can my tool be used to promote my talents to a college admissions board?
  • How can my tool be used to find me a job?
  • How can my tool be used to make positive change in my community, school club, or organization?
Once you have presented these questions, allow students some time to work together researching the tool they have been given and developing their ideas. Depending on your class time you may wish to have them work on this project for more than one day or if you have the luxury of a block schedule, you can easily finish this task in one period. 

5. The final part of this project will be to have students present their tool to the class. They may use any method or form of presentation. As an exit slip or homework assignment, have students write a reflection blog on the tool they presented and one of the tools that was presented by another group. 

Friday, 8 October 2010

iTeach180 Project Days 19 and 20


This entire week students have been working on a classroom redesign project. On Monday they watched a TED talk by Dan Meyer and they responded to this quote from his speech:

I sell a product to a market that doesn’t want it, but by law, is forced to buy it.

This passage provoked the classes thinking and launched our weeklong project. The project has students redesigning one of their core classes and presenting their redesign in the form of a TED talk. They had to answer the following questions while working through this project, however they were not limited to these questions.

a.    What is the structure?
How is the content presented?
How will students be assessed?
What collaborative tools will you use in your class
How long is your class period?

Yesterday I did not write a lesson because I wanted to combine it with today’s lesson. I had the privilege of skyping with a school in Van Meter, Iowa yesterday. I talked to Mrs. Shannon Miller’s Web 2.0/PLN class. I briefly talked about my experience with a PLN and how students should harness that power and use it to their advantage in a responsible manner. I explained that it is a great time to be a student despite all the negative publicity education receives. Students today have the ability to reach out and carve their own path like never before. I expressed how social media can help you land a job, promote your talents, and capture an audience. Mrs. Miller's students were excited to have this class and realized that their learning is going for beyond their classroom and far beyond Iowa. 

Then I thought about the project I was planning on writing for today. My students were presenting their TED talk classroom redesign projects, but why were they only presenting to the audience inside the walls? Why not use skype or iChat to connect with another school and truly flatten the classroom. And this is what I am suggesting.

If you have been following along with these projects and having students present and use blogs as reflection tools, reach out to a member of your PLN and see if you can find a class to link up with.  Connect the students’ blogs and reach out to the other teacher for ways in which you can facilitate, assess, and enhance the collaborative learning. Give your students an audience beyond their classroom walls.

If you decide to do this lesson and are having trouble finding a class to link up with, please get in contact with me and I will help link you up with someone in my PLN.
Have a good weekend!

Wednesday, 6 October 2010

iTeach180 Project Day 18

Today's lesson, students will continue working on their classroom redesign projects and TED talk presentations. At this point in the project (depending on your class time) students should start thinking about their presentation. If students are working in groups remind them that all members must present. They want to be confident and knowledgeable about what they are saying. It might be a good idea to revisit the TED talk presented by Dan Meyer or present another TED talk to give them ideas.

What I will be doing for today's warmup is presenting this TED talk by David Eggers. Have students write a reflection blog post on this talk and ask them to focus on the process of innovation and seeing an idea through to completion and beyond. Remind students that this project is not just for a great but for an exchange of ideas. In the realm of school, students are the customer. We need to make sure their appetite for knowledge is satisfied. Also remind them that their TED talk videos will be presented at a faculty meeting and on the web. They should now have an understanding that their audience is not a letter grade, but real people who may choose to incorporate their idea into their own classroom.

video

Tuesday, 5 October 2010

iTeach180 Project Day 17


Yesterday, students started working on their classroom model redesign after watching the TED talk by Dan Meyer. Their objective is to take one of their current classes and redesign it. They will eventually present their new model to the class in the style of a TED talk.

Today students will continue their collaboration and classroom redesign. Check in on each group’s redesign or better yet, have each group share a Google doc with you and monitor their progress as they go forward. By the end of class today they should complete the following items:
1.     The basic outline for the classroom redesign
a.     What is the structure?
b.     How is the content presented?
c.      How will students be assessed?
d.     What collaborative tools will you use in your class
e.     How long is your class period?
2.     Students may expand on the above questions, but remind them to focus on the questions above and what they envision one class day to look like.
3.     Each group should create a shared Google Doc, Folder, and feedback form for this project.            
a.     The Google Doc must be shared with all group members for collaboration and shared with the teacher.
b.     Students should create a shared folder via Google Docs. All group members and teacher should be invited.
c.      Students will create a feedback form using Google Forms to post after their presentation. This form must include the following items:
                                               i.     What did you like about our new classroom design?
                                              ii.     What problems do you foresee with this design?
1.     What suggestions can you offer for these problems?
                                            iii.     Did the presentation effectively accomplish the intended task?

Depending on your class time, this seems like a fair amount of tasks for students to complete today. For homework you can have them write a reflection blog on their groups’ progress. This can be structured as a journal entry or you can give them guiding questions. 

Monday, 4 October 2010

iTeach180 Project Day 16

Today we will begin a weeklong project that will assess student’s ability to demonstrate what they have learned over the past three weeks. This unit will most likely be the shortest of the standard threads, but is crucial to setting a working infrastructure in the classroom.

Objectives:
Students will be able to analyze a TEDxTalk video
Students will be able to apply findings from TEDxTalk video
Students will be able to present findings using digital media

Process:
This project can be interpreted in a variety of ways. I will be using a TEDxTalk video by Dan Meyer, Math Class Needs a Makeover. Students will watch the entire video. Once the video is complete students will write a quick reaction post on their blog. This post is simply a quick free write of what they just watched. Give them roughly 10 minutes to write and publish this post.

video


I sell a product to a market that doesn’t want it, but by law, is forced to buy it.

  1. Replay this quote for students

  2. Explain that this quote will guide the following project. Students will have to sell one of their classes – English, History, Math, etc.  – using this video as a format. They will have to enhance one of their classes by presenting a product that will sell to kids sitting in the classroom. In short, they will have to design, pitch, and sell a classroom model.

  3. Have students use the following guiding prompts to focus their classroom design.
    a.     How will you apply the tools we covered over the past three weeks to your classroom design? You must include at least three tools.
    b.     How will you change the way educators deliver content to students?  Direct instruction? Independent practice? Project Based Learning?
                                 i.     NOTE: It will probably be a good idea to explain what each delivery method is before setting them out on this task.c.      How will you assess your students?

  4. Once you have explained all of the design components allow students to organize in groups of 2 and 3 (depending on your class size). At the end of the class today (again, depending on class time) students should have a rough design of what their classroom model will look like.

Friday, 1 October 2010

iTeach180 Project Day 15

The past three weeks have been a lot of setting up and introducing blended with independent practice. Students may become irritated, cranky, and anxious about using all of these tools on their own. And, hopefully they are starting to use them in other classes as well. Today we are going to send them on an search for information using the skills and tools we introduced this week: Diigo and Evernote.

Objectives:
Students will be able to compile information on given subject
Students will be able to organize information on a given subject using tags
Students will be able to present information

Process:

If you are presenting this lesson in a Web 2.0 class you will have many directions in which you can take this lesson. If you are integrating these tools and this lesson into a content area classroom, you will want to focus your lesson around what you want your students to find.

1. Have students respond to this prompt: Social Networks are closing us off from the rest of the world and creating a society of selfish, ego driven individuals. They are wasting time in workplace and are a constant disruption to a student's learning. 


2. Explain that students would normally respond to this type of response in a written essay, however, that will not be the case today. Have students seek out information to either defend or challenge this prompt. Instruct students that they have the entire class period today to work in groups or individually and find clippings that support or challenge this prompt.

NOTE: You may want to provide a list of sites that you suggest they use and explain that they must cite everything when clipping. Again, depending on what content area you teach in, you may want to cover web citations. I constantly think of this since I am an English Teacher. 


3. Allow students to present in any way they want but require them to use one of the web clipping tools you just introduced.

NOTE: You could have students write a blog reflection post on the positives and negatives of the web clipping tool they used to find, clip, and organize information. 


And that's it. Tell students that they will be presenting in class on Monday (unless you have a block period than you could do this in one day). You may wish to present a rubric for presentation guidelines. This lesson is a fun way of using some of the tools you have been covering for the past three weeks. Plus, they are covering a topic that they are surrounded by daily. This topic will also preview our next three units on collaborative learning, social networking, and digital citizenship.

Have a great weekend!