Innovative Learning Blog
ED 702-Class 2-"Reflect"-How can you teach digital citizenship as it relates to digital communicaiton?
Given your student’s grade level and the subject matter you teach, consider how you can teach digital citizenship and specifically digital citizenship as it relates to to digital communication. Please provide 3 specific examples on how you might make learning digital citizenship personal for your students.
Given that I teach second grade, I would be looking to simplify a complex topic such as digital citizenship and how it relates to digital communication. I would simplify the text by using school wide strategies. At our school we use a lot of GLAD and Close Reading strategies to help all learners access the information. We also use those strategies to help personalize the learning process for the students. In my lesson plan, I would teach a hybrid of GLAD and Close Reading strategies in order to simplify and personalize the learning process.
To begin the lesson I would simplify the topic. I would explicitly define certain vocabulary, such as digital citizenship and digital communication. I would use a GLAD strategy, Cognitive Content Dictionary, to help define these vocabulary words to build background knowledge.
Many second grade students have had personal first or second hand experiences with digital communication and some have experienced the consequences of it.
One way I could personalize the learning process is by tapping into the experiences of students with digital communication. I would do this by creating a three column chart and brainstorm ways people digitally communicate, ways that people misuse digital communication, and the consequences of the misuses of it. Facilitating the brainstorming process would serve to further the background knowledge of those students who haven't had much experience with digital communication as well as tapping into the background knowledge of those who have had experience with the topic. The three column chart would visually organize the information for the students and it would also document student's personal experiences with it, either first or second hand.
A second way I would personalize the learning process is to facilitate a K-W-L (Glad strategy). I would create a three column chart (using chart paper) with the K column representing everything the students know about digital communication, and the W column representing everything the students want to know about digital communication. Documenting what the students want to know about digital communication would help me drive and personalize my lessons in regards to their interests.
A third way I would personalize the learning process would be to do Close Reads with "real like" scenarios of people misusing digital communication and to have a classroom discussion about the consequences of each scenario. The close reads would help all students access the text as well as provide a literary piece to spark discussion about the topic. Based on John Hatties influences on student learning, classroom discussion is one of the top ten teaching strategies related to student achievement.
To close out the lesson, I would refer back to the K-W-L chart and document everything the students learned. Having the K-W-L filled out would serve to document the learning process of the students. I would end with a writing assignment where students would get to personally select one use of digital communication, the misuses of it, the consequences of the misuses, and the importance of appropriately using that particular digital communication. The writing piece would be used to assess the learning process and also to reveal how each student personally connected with the topic because typically students choose topics that spark their interest.