Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

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Bring Digital Literacy and Citizenship Skills to Your Class

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Ms. Ferrales students participate in a class discussion on the Haitian Revolution in Reading & Writing in the Disciplines.

Before my class started blogging and creating digital stories, they had many questions regarding online use of blogs, social media platforms, and YouTube. Some students, rightfully so, were concerned about their privacy. Some students were more concerned about their communication and the digital footprint they would be leaving. As a result, before we were all comfortable with displaying our work digitally, we needed to address these concerns.

When it comes to digital citizenship, there are several elements (including elements of digital literacy) that are important to discuss and understand. Mike Ribble identifies 9 digital citizenship elements. In my classroom, I found myself covering the following:

Privacy/Security Many of my students were concerned that their blog posts would be read publicly. We had a conversation about ways to keep our work private on YouTube and blogging platforms. Of course, it still exists digitally; however, it’s important for them to know that they have options to keep their work private and to only share it with specific people.

I encourage students to make their work public, because that’s one of the ways we’re able to leave a professional digital footprint. As long as their work is professional and appropriate, it benefits them to share it publicly to create their digital portfolio and open themselves up to make professional connections.

In terms of security, students needed to familiarize themselves with options to keep their personal information private. It was also necessary to learn about virus protection, spam filters, and block options.

Digital Communication When it comes to communication, many students will be wary of writing and publishing online for the first time. Students are mostly concerned about being vulnerable with their thoughts and ideas, as well as their writing and composition. Encourage hesitant students to share their work with their peers before they publish. This will help alleviate some stress about other people reading their work, since it’s already been read by someone they know.

Encourage struggling writers to try out different platforms and see which ones are more comfortable for them to use. Many students might prefer the idea of micro-blogging, as opposed to blogging, and that’s perfectly fine. There are platforms such as Tumblr and Instagram that work really well as micro-blogging tools. Podcasts are another great platform for students to express their thoughts. In Reading & Writing in the Disciplines, “Writing for New Media,” watch as journalism students learn to consider the multiple perspectives of their audience and the importance of data collection while creating podcasts on the topics of their choice.

Digital Etiquette Just as there are etiquettes we need to adhere by in real life, there are ones we should follow in the digital world. It’s important for students to learn and understand that anything they put out in the digital world should exemplify their behaviour in the real world. Ask students this: “Would you say this to someone face to face?” If the answer is “no”, they should rethink publishing it.

Having a discussion about what digital citizenship means helps students to see that our presence digitally is no different than in real life. Our identities, work and behaviour need to always model professionalism as they tell the world more about who we are than we may realize. It’s also very vital for educators to remind students that once something is published, it has its own permanent place online, even with the delete option. This fact should not intimidate us or students, but it should be a reminder to only put work out there that shows that we’re good citizens.

For an example of how to bridge discussion skills from the face-to-face classroom to an online community, watch Reading & Writing in the Disciplines, “Designing the Classroom to Support Understanding.” Students practice respectfully and confidently discussing their ideas about controversial topics in the classroom and take those skills with them to online discussion forums for homework.

How are you teaching digital literacy and citizenship?

End of Year Reflections by Students in a Student-Centered Class (Guest Post)

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Hot Air Balloon Rally, September 2014. Copyright: svetlana57

Today’s guest post is by educator Kelly Garner (@GarnerRockstars). Her End of Year Reflection caught my attention on Twitter because it demonstrates that her classroom is exceedingly, if not bravely, student-centered. I asked her to share her students’ reactions to the school year in a guest post. Here it is:

In today’s classrooms there is a mindshift. We are preparing students to enter a world that provides them with opportunities that will demand that they can problem solve, collaborate, communicate, fail, and succeed. We have to focus on creating personalized learning environments and instruction for our students. We must allow students to practice making choices. In my class, students can sit where they want, choose their own research topics, decide on their product, and how they will share their learning with others. They complete many projects throughout the year, and I consider myself a facilitator of student learning.

At the end of every year I take some time to reflect with the students about the school year. This year our reflection led to some great discussions of their favorite projects. Some examples were creating a film for iPadpalooza Youth Film Festival, TIGER Talks (mini TED Talks), Backyard Getaway PBL, using the MakerSpace, 3D printing, creating Kahoots, and more!

I could tell you the things that students learned, but more importantly I wanted to share some of their feedback. Here’s what they said:

“I learned how to research better and how to have better time management.”

“I learned to open up more and that it is ok to ask questions.”

“To be creative and to believe in yourself.”

“How to be responsible.”

“We learned that you can’t take words back once we say them.”

“That things are not always easy.”

This learning can not happen without the opportunity to move beyond worksheets, grades, and confined rows of desks. We have to provide students with choices and opportunities to fail. We shouldn’t assign a grade to students when they are “learning” content. In my class, I don’t assign grades or use a scale system to assign a value to their work. So in turn, the students don’t receive any extrinsic motivation. Therefore, I asked my students, what motivates them to work in my class. Their answers were:

“I can research and learn without worrying about a grade.”

“I get to make choices here.”

“I am not told minimums or given a box to work in.”

Two of my favorite projects this year were the youth film projects and TIGER Talks. For the youth film projects, students were given the opportunity to work independently or in groups. We invited a storyboard artist, Mark Bristol, to come and share filming and storyboarding techniques. During the project, students had to create storyboards, participate in peer review, receive feedback, and edit. The process is long, but the finished product is rewarding. They collaborated, created, and had many ah-ha moments. As a result of their hard work, four of my student groups moved on to the semi-finals. We had many successes and many fails. One of the most important steps in any project is reflection. This is a must and will provide the most successful learning experience for students. We also viewed and critiqued the semi-finalists, which led to a discussion of what they were going to do differently next year.

Another great project this year was the TIGER Talks. Students were allowed to pick a topic that they were passionate about and create a 2-3 minute talk that they memorize. They then create a slideshow, using pictures, keywords, or quotes. The finished products were remarkable. Students stood in front of parents and peers and talked about topics like World War II, Jump Roping, Stop Smoking, Dinosaurs, and more. They were AMAZING! Public speaking is a skill that we can’t practice enough. They were excited about this because it was their topic, their passion, their voice!

I want to end with a few more statements from my students about their reflection of the year. I asked them what would they tell their teachers, if they could tell them anything:

“Why do teachers tell us they are getting us ready for life, when in fact many things I am taught I will never use in life?” 

“Why grades? I know this is the only system we have right now, but we need to find a better system.” 

“When I do an assignment I am concerned about what grade I am going to get.” 

“I would tell my teacher that I would like more advanced work because my regular work is too easy.”

“I would tell my teacher I am bored of doing worksheets.”

“We need to learn more soft skills, not just facts.” 

I challenge you to reflect on your school year, write down your ah-ha moments. As you prepare for the next school year, think about opportunities to give students a voice and choice. How will you create a personalized learning environment for your students next year?

Need ideas for writing your own end of year reflections? Read our blog post. Also, share your comments and questions about Kelly’s post below this post.

Share How You Are Teaching About Refugees and Immigration

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How are you teaching about the topics of refugees, displacement, and immigration? Are your students discussing current events? Are they undertaking research to understand and debate causes and solutions? Are they thinking about how these issues affect their local and larger communities, and what it means to be a global citizen?

It isn’t always easy to discuss current events with students. There are many different feelings and approaches to bringing potentially controversial topics to the classroom. We are interested in hearing about this from you, and sharing your insights and ideas with other teachers. Submit your writing to blog@learner.org for consideration, and check back often to read, support, and comment on posts by other teachers.

What Can I Write About?

Here are some ideas for topics for your blog posts, but you are not limited to these topics. We recommend the posts stay between 250 and 600 words.

  1. Describe a lesson plan or activity that you implemented in your classroom about refugees or immigration that went well.
  2. What is an activity you tried that resulted in unexpected or rich student conversations or personal insights?
  3. How do you address community concerns (whether from parents, students, or administrators) and support multiple points of view?
  4. How do you talk about current events, such as a refugee crisis, with elementary students?
  5. How have you taught students about the differences between migrants and refugees?

Some additional requests and notes:

  • Don’t forget to proofread your submissions, and include links to resources if any are mentioned.
  • It is helpful but not necessary to submit a photo to go along with your post. If you submit a photo of students from your classroom, please confirm that you have asked and received permission from their parents/guardians to post the photo on the Learner.org blog site. (We will not post their names or the name of their school.)
  • We reserve the right to edit posts for clarity and length.
  • We will let you know if your post is selected for publication on our blog via email.
  • Please include the following information with your materials:
  1. Your name
  2. Title for your post
  3. Subject/Class
  4. Grade level
  5. School location (city or state)

If you are looking for resources for teaching about human displacement, immigration, or the refugee crisis, please let us know in the comments or write us at blog@learner.org. Whether you have questions or lessons to share, we look forward to hearing from you!

Image copyright: iqoncept / 123RF Stock Photo

Class Assignment: Using Google Tools to Explore the First Amendment

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Freedom typePost written by Leslie Hellerman, high school Journalism teacher and participant in the 2015 Newseum Summer Teacher Institute: “Primarily Digital: Teaching Media Literacy to Plugged-in Students,” sponsored by Annenberg Learner. Look for the #ANEW15 hashtag on Twitter.  

Deciding to focus on the Google Suite of products was definitely a defining moment for me. While I do use Twitter regularly in my journalism class, I decided that Pinterest and Instagram would have to wait for another opportunity later on. Google Classroom has revolutionized the way I teach and how my students receive and submit work.

I use Google Classroom almost every day in my journalism class. My students LOVE the format, ease of keeping track of their assignments and due dates, and collaborative/individual assignments are easy for them to do. Now that I’ve been using Google Classroom regularly, I also LOVE the platform. It is so much easier for me to keep track of assignments and student submitted work. I can also help remind students when they haven’t submitted an assignment, which is really nice. Recently my students have been posting their own questions and getting the class to post answers and discussion about issues we’re discussing in class. I have featured a specific assignment below.

I have struggled to find online resources (forums, etc.) that help me learn how to do/create certain things. Additionally, our school division has had some hurdles that have made going digital really tough: students did not receive their school email addresses until several weeks into the school year, so they couldn’t access Google Classroom; our internet frequently does not work or support the number of students using the internet, so frequently the computers do not work or are so slow that it is really difficult for students to continue to work online.

My students just completed an assignment called “So what’s the First Amendment all about?” where I asked them to explore the First Amendment and how it applies to journalism. First, I asked my students to watch a short video on the First Amendment.

Then I asked my students a Google Question:

As you watch this video, think about what this MEANS to citizens of the US, businesses, our government. Also, consider what this means to people around the world who DO NOT have these same guaranteed freedoms. Students responded using Google Question, so all the students could see their classmates responses and continue to reply to the posts. Next, I created an assignment called Exploring the First Amendment where I asked students to apply what they know about the First Amendment to our journalism class and their own experiences in Google Drawing. Here was their assignment:

  1. Read the First Amendment (posted on the drawing).
  2. Define each First Amendment freedom, use words, images, definitions, examples, etc.
  3. Then, using RELIABLE news sources, find 3 examples of these freedoms (only the ones related to journalism, please) to attach to your drawing; label and briefly explain how your example demonstrates which freedom it represents. Be sure to cite your sources.
  4. Finally, find a specific example (from around the world, perhaps) that illustrates a clear violation of a First Amendment freedom. Identify where (city/country) the violation took place and if this place supports a free press.

Be creative, take a risk, think and ponder what FREEDOM really means. You’ll be sharing your creation with the class, so make it decorative, engaging, and interesting.

Finally, as a culminating activity, I had students print out a copy of their Google Drawing to create a First Amendment Freedom Folder. As we continue our exploration of journalism this year, students will fill their folder with examples of First Amendment Freedoms and violations of those freedoms from the U.S. and around the world that they see and experience. They can continue to decorate their folder with elements from our daily newspapers, lessons, and class discussions throughout the semester/year. The idea was to provide them with a tangible reminder of the freedoms we enjoy as citizens of the United States.

To see another example of how a teacher effectively uses Google tools with students, check out Jen Roberts’ (an #ANEW15 guest speaker) in “Blended Learning: Acquiring Digital Literacy Skills,” from Reading & Writing in the Disciplines).

Image Copyright: enterline / 123RF Stock Photo

Moving From Routine to Rousing at #ANEW15

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SaraRomeyn
Sara works with a newspaper from the Newseum archives.

Post written by Sara Romeyn, high school Honors Global History and AP United States History teacher and participant in the 2015 Newseum Summer Teacher Institute: “Primarily Digital: Teaching Media Literacy to Plugged-in Students,” sponsored by Annenberg Learner. Look for the #ANEW15 hashtag on Twitter. 

I was fortunate to take part in the “Primarily Digital” workshop in late July. I have attended many professional development workshops in my 20-year career as a teacher, but this was one of the standouts. It was relevant, well organized, hands-on, collaborative, and exciting. Our classroom was buzzing with energy and participation. Teachers came early and stayed late. As I reflect on the experience three weeks later, I realize that the workshop organizers and leaders continually modeled best practices. My big goal for the coming school year will be to further integrate those best practices in my own classrooms.

So, let me take each of those best practices in turn and explain in greater detail how they might influence my teaching:

  • The “Primarily Digital” workshop was well organized. We began each day with a review of the agenda, which was projected at the front of the room and in our notebooks. The agenda provided both a schedule for the day and the learning objectives. I usually post an objective at the beginning of my class, but I will make it a more intentional practice in the year to come. I will also include a specific time schedule. Such a practice will help frame the work, keep us on task, and give the students a sense of what to anticipate for the day.
  • The “Primarily Digital” workshop was relevant. The instructors and leaders continually drew connections between the materials introduced and our own classrooms. There was a practical link to current events. In my own classroom, I think students appreciate understanding why we learn something and how it might inform or influence modern events. With the study of history, it is important to draw connections to the present day. I will continually focus on that objective.
  • The “Primarily Digital” workshop was hands-on. We had the chance to physically examine historical newspapers. We created a social media campaign and designed our own buttons for a political cause. We were up and moving and engaged in the task of “doing history.” This approach was so much more engaging that a lecture. Again, I want to bring these practices into my classroom, whether it is a gallery walk where students analyze photographs or a project where they utilize artistic talents.
  • The “Primarily Digital” workshop was collaborative. We worked in small groups on multiple occasions during the three days, and we learned so much given the opportunity to share our ideas and perspectives. Group work gives a voice to students who are less bold in front of a large class. The ability to collaborate is a key life skill…how does one listen carefully and respectfully?
  • The workshop was exciting. The organizers made fresh and interesting use of social media, including the visit to the Berlin Wall gallery where we tweeted as an East or West Berliner. In the Vietnam exhibit, we engaged in an on-line debate about the power of the media in a time of war.

I appreciated many aspects of the workshop. I came away with valuable resources, such as tools students may use when evaluating a source. I was introduced to several new tech tools, and discovered novel ways to use familiar tools. Ultimately, however, it was the structure of the workshop that was the biggest “aha” moment for me. By using multiple best practices for the classroom, the workshop leaders provided a powerful and engaging three days. I believe the best teachers are life-long learners, and when we use the summer to grow and have new experiences, we become better teachers. I look forward to recreating these practices in my classroom in the coming year.

See what else Sara was up to this summer on her blog. After spending a week in the “Primarily Digital” workshop, she left for a teacher exchange program to South Africa. In addition to learning about the history of Apartheid, she spent several days teaching in a high school in a township.