Name: Elizabeth Navarro, Educator Grade: 10
LESSON #4 GARDNER BLOOM
___Visual ___Knowledge
___Kinesthetic _x_Comprehension
___Verbal ___Application
___Logical ___Analysis
___Rhythmic ___Synthesis
___Interpersonal ___Evaluation
_x_Intrapersonal
___Naturalist
STRATEGY: Discussion
SUBJECT AREA: English/Language Arts
TEACHER PERFORMANCE
EXPECTATION ADDRESSED: TPE 8: Learning About Students-
Observe
and guide students as they discuss an issue that affects their lives every day.
In observing the discussion, the teacher will learn about students’ abilities,
interests, and interactions with one another.
STATE CONTENT STANDARD
(Know):
English/Language Arts
Comprehension
1.1:
Formulate judgments about the ideas under discussion and support those
judgments with convincing evidence (227).
2.6:
Write technical documents (e.g., a manual on rules of behavior for conflict
resolution, procedures for conducting a meeting, minutes of a meeting):
a.
Report information and convey ideas logically and correctly.
b.
Offer detailed and accurate specifications.
c.
Include scenarios, definitions, and examples to aid comprehension (e.g.,
troubleshooting guide).
d.
Anticipate readers’ problems, mistakes, and misunderstandings (226).
PERSONNEL: None required
INSTRUCTIONAL MATERIALS
(Technology):
- Cut outs of signals for
discussion. They resemble Facebook actions- a “like” or a thumbs up sign
(indicating agreement) and a “comment” sign (indicating a student would
like to say something.)
- Laptop (internet
access) connected to projector.
- http://www.foothill.edu/services/conduct.php
- www.google.com
LESSON LENGTH: 60 minutes
PREPARATION:
- Chairs set up in a
circle.
- Create discussion
signs.
- Learning Center- Add
handouts about internet safety, cyber bullying, and privacy.
- Find student in advance
whose name is “Google-able” and yields correct search results. Ask that
student if it would be ok to use him/her as an example.
MANAGEMENT STANDARDS:
§ Students use signs to
participate in discussion. “Like” for agreement and “comment” to comment.
§ Discussion is a
negativity-free zone. No put-downs about other students’ contributions and no
names of students in class. Students who cannot handle this expectation will be
asked to leave circle.
ANTICIPATORY SET:
Behavioral
Objective (Do): Students will write a personal code of ethics about internet use.
Transfer (Learning theory/citations):
“The tendency is to take the shortest cuts possible
to gain the required end. This makes the subjects mechanical, and thus
restrictive to reflective power…But there is all the difference in the world
whether the acquisition of information is treated as an end in itself, or is
made an integral portion of the training of thought.”
Dewey, John. (1997). How We Think. Boston, MA: Dover.
Motivation
(Teacher Created): Use computer and projector to
“find” name of student in the class. Show class various search results and
explain that everything can be “searchable.”
DISCUSSION TOPIC/PROBLEM: Internet safety and privacy
METHODOLOGY (Teaching):
§ Students find chair in
circle.
§ Google student name and
explain “searchability.”
§ Pass out discussion signals
and explain how they are used.
§ Guide discussion using the
12 questions (see Guided Practice). Keep students on task, interjecting only
when necessary to move the discussion in a particular direction or to increase
participation.
§ After the discussion,
teacher will give the Code of Conduct assignment.
§ Explain Code of Conduct
format:
§ Introduction (brief
statement about personal beliefs)
§ List three ways you WILL use
the internet (explain each in 3-5 sentences)
§ List three ways you WILL NOT
use the internet (explain each in 3-5 sentences)
§ Write a personal consequence
of what will happen if you do not follow the code. (ex. No internet use for a
week, written apology, no Facebook, etc…)
MODEL (Demo):
§ Demonstrate how to use the
discussion signals.
§ Show how a person can be
easily found online. (Lack of privacy.)
§ Give Code of Conduct example
from Foothill college. http://www.foothill.edu/services/conduct.php
GUIDED PRACTICE (Checking
for understanding - group) LEARNING TASKS (Activities):
Discussion
Questions (Using Bloom’s Taxonomy):
- What is one way that
you use the internet to communicate? (Each student must respond.) Knowledge
- Do your parents have
rules at your house regarding the internet? What are the rules?
(Discussion begins. Students can raise their discussion signals to
respond.) Comprehension
- Do you know all of your
Facebook (or other social networking website) friends in person? Knowledge
- How much do you think
is too much to share on the internet? Application
- Do you feel that it is
easier to say things to a person online than it is to say to their face?
Why or why not? Application
- What is cyber bullying?
Analysis
- Have you ever been a
victim of cyber bullying? How did it make you feel? Analysis
- Have you ever been a
cyber bully? Comprehension
- If you have a younger
sibling, what is some advice you would tell him or her about being safe on
the internet? Synthesis
- Would you be able to
show your parents, your future college, or your future boss your Facebook
page without hiding anything? What do you think they would think about you
if they saw it? Synthesis
- What do you think your
Facebook activity says about you? Is it an accurate depiction of who you
really are? Why or why not? Evaluation
- What do you think it
says about other people? Is it an accurate depiction of who they really
are? Why or why not? Evaluation
INDEPENDENT PRACTICE
(Monitor/adjust – individual) PRODUCTIVE MODALITIES:
Students
write a personal code of conduct about their internet use and upload it to
their blogs. Model two different examples. Show format and example.
CLOSURE:
Review
assignment and deadline (two days). Challenge students to abide by their codes
of conduct.
DIFFERENTIATED LEARNING
ACTIVITIES (Learning centers, manipulatives, special needs, etc):
Gate: Search internet for
statistics or stories about cyber bullying, internet safety, and privacy to
share with the teacher and the class.
Challenged: Encouraged to use discussion signals, especially “like.” Ask
simple, direct questions like, “Bobby, do you agree with what Sarah said?”
“Thank you, Bobby, that was very helpful.”
Handicapped
(Wheel Chair): Student will have a space in the circle for his wheel chair easily
accessible from the door.
SDAIE
Techniques:
§ Props/Realia
§ Variety of question types
ASSESSMENT (Objective verb):
Write RUBRIC (What does it
measure?): Students’
ability to write a personal code of ethics.
Informal: Discussion questions and
responses
Formal: RUBRIC FOR CODE OF CONDUCT
1 point = introduction
3 points = how student WILL use
internet
3 points= how student WILL NOT use
internet
2 points= addresses both privacy and
safety
1 point = consequence if the code is
violated
3 point = correct grammar, spelling, punctuation,
etc…
1 point = thoughtfulness in
responses
1 point = uploaded to blog
Total = 15 points
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