Friday, December 13, 2013

Rolland TALAN - 20% Project Personal Inquiry Project = Collaborating and Community

After browsing the resources provided by Michael and Molly, I decided to teach the “Rings of Responsibility” lesson. My goal was to teach students about digital citizenship before they would participate in our online community activity: Carte Interactive Française.

One of the things students need to do in this activity is to post a comment about some else’s post, and before doing so, I wanted to make sure that students understand digital citizens ought to be responsible and respectful in the digital world - (4 c and d).


I had to adapt the lesson for the French Immersion setting. I adapted the print outs with translations, and created a flip chart in French.


During the lesson, we discussed the rings of responsibility (self, family and friends, larger community), in French, and did the activities.
Students generally understood the concept of different size communities, came up with lots of different examples of responsibilities for each type of community (wear warm clothes, helping with baby sister, putting things away in the classroom), and could name different communities (sport club, family, city).


  The walking activity (students move silently to the ring of responsibility they think the statement I am reading correspond to) was engaging and gave opportunity for discussions when students did not end up in the same circle.





The hand out activity (assessment) was also engaging for students, and I decided to have students come up and move statements on the Promethean Board in order to promote discussion and to make even more engaging.




It was a good choice because students who came to move statements on the flip chart had to justify their choice, which led to interesting discussions, and made me aware that for at least one student, it was hard to define the rings of responsibility.




I really like the wrap up of the lesson where students find similarities between offline and online responsibilities because the common agreement was that in both worlds (real and digital) we ought to be respectful, which is exactly the conclusion I wanted them to find.

Then we did an abbreviated version of lesson 2 “Digital Citizenship Pledge”, and agreed in our online activity, our comments will always be respectful.

Time spent: 1.5 hours browsing resources, thinking about the best way to teach digital etiquette, 1.5 hours reviewing lessons plans and making adaptation for French Immersion, 1 hour teaching, 1 hour reflecting.

I found the common sense lessons the most valuable: clear well planned, adaptable and engaging.


I found the open nature of this assignment interesting and motivating. I also thought that being provided resources was very helpful. It might have been easy to get lost otherwise. I thought it was a good balance between freedom and guidance.




















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