09 Online Doc 3

Online Projects, Collaboration Sites and Publishing Opportunities Lesson Idea Name:​ Rock Your World Content Area:​ Social Studies Grade Level(s):​ 6-12 Content Standard Addressed:​ Depends on student topic selected – all deal with Human Rights Technology Standard Addressed:​ 7 - Global Collaborator 7d. explore local and global issues and use collaborative technologies to work with others to investigate solutions Selected Online Project/Collaboration Site/Publishing Opportunity: URL(s) to support the lesson:​ ​https://www.rock-your-world.org/ Describe how you would incorporate an Online Project/Collaboration Site/Publishing Opportunity in your classroom: I would explain, in order to understand the problems of society in the world, it is important to understand rights guaranteed by the Universal Declaration of the Human Rights (UDHR). Students will then look at a copy of the UDHR, keeping in mind the issue of women’s rights, children’s rights, world health issues, or other issues they feel strongly about, making comments in the margins of their copies of the document about important phrases, questions they have, and their own thoughts regarding these rights. A class discussion will follow in which the teacher asks questions like “What surprised you in the UDHR,” “What interested you in the UDHR regarding world problems,” and “What do you see a possible ways to begin the solve some of the human rights issues?” After students have explored situations they know and how these rights impact the lives of people they know or people similar to them, they will be given a list of safe websites to explore on a human rights topic they chose. If several of the same students chose the same topic of interest, they may work in small groups of no more than four students. Then students would choose a creative outlet to express the problem and/or possible solutions of the issues they have chosen. They may choose between writing a campaign speech to run for public office, writing a persuasive article for a newspaper or magazine, making a short video (no more than 10 minutes), writing and performing a song, or developing a small art gallery or web billboard display. The development of these projects will be done with teacher guidance during 3-4 days of class then students will share their projects and post it to ​https://www.rock-your-world.org/what-we-do​. What technologies would be required to implement this proposed learning activity in a classroom? Class laptops, iPads, or iPhones for videoing. Describe how the following features are addressed in this learning experience (note: all of them may not be addressed in the project, but most should be if you are reaching a high LoTi Level). a. Collaboration with peers, near-peers, mentors outside their classroom and often beyond their school:​ As a means of collecting data, students could interview people in the community or their immediate circle of family and adult friends who have experience with the social issue involved, or who work with social agencies to educate the public. Peers will share their ideas with one another in a short fill-in the blank or multiple-choice discussion sheet. The groups of peers or near-peers collaborate to create the project and present it to a specific audience. b. Student-centered learning and knowledge creation (creating original data and or producing original products as a result of engaging in a project):​ Student group discussions, compilation of research data, individual students’ Funds of Knowledge, selection of, planning, and organizing the project, using the technology in production and presentation of the project are all student-centered facets of Spring 2018_SJB

Online Projects, Collaboration Sites and Publishing Opportunities engaging in the project. Original data will also be created through the interview of outside members of the community or agencies who deal with the selected issue presented. c. Higher-order thinking:​ Students will analyze data by examining more than three sources of information and draw conclusions for presentation; will support their project through evaluating or defending a point-of-view for a selected audience; and will then create/design a persuasive writing, art piece, or video/music presentation. d. Students publishing their original work to others who will use/care about their product:​ Before selecting or creating their project, students will decide on the segment of society, official in office, public audience, or other classes who will see their project. Bloom’s Taxonomy Level(s): ☒​Remembering

​☒​Understanding

​☒​Applying

​☒​Analyzing

​☒​Evaluating

​☒​Creating

Levels of Technology Integration (LoTi Level): ☐​Level 1: Awareness

​☐​Level 2: Exploration

☒​Level 5: Expansion

​☒​Level 6: Refinement

​☐​Level 3: Infusion

​☐​Level 4: Integration

Universal Design for Learning (UDL): Engagement:​ Compose in multiple media such as text, speech, drawing, illustration, comics, storyboards, design, film, music, visual art, sculpture, or video Representation: ​Students have the option of how to produce a product to share their solutions/research Action and Expression: ​Design activities so that outcomes are authentic, communicate to real audiences, and are purposeful Lesson idea implementation and Internet Safety Policies:​ First, administration, parents, and the technology specialist will be notified about this project and allowed to give suggestions and ask questions about student safety and privacy. Students will only be using class computers for research which have filters on them. Students will also be given a list of websites to use for research, video making, audio recording, poster making, etc. Any other website or technology students want to use will have to be approved by the teacher. The students will also be taught about internet safety and online etiquette. Furthemore, any interaction with individuals outside the classroom online ewill be monitored by the teacher at all times. The district policy allows students to post their first name and last initial when posting online, however, pseudonyms will be encouraged when posting their work and required when conversing with others online. No identifying information about the school will be posted. See the bottom of this webpage for more internet safety strategies. Reflective Practice:​ I feel that student learning could be impacted because students not only have to expand their knowledge of technology and research different viewpoints from the internet, questionnaires submitted by others, and interviews, but they also connect with their own previous knowledge and personal funds of knowledge, which will make the impact of their expanded thinking and making of the project a lasting part of their worldview. This lesson would likely be implemented as an introductory activity to other facets of how human rights issues affect the economy, politics, and globalization of cultures in society. In addition, extensions cross-curriculum could be initiated with science and language arts. Other technology that could further enhance this project may be open to a variety of technological sources which must be guided by the teacher as she works with different groups on their selected topics and modes of communication.

Spring 2018_SJB