Teaching & Learning Guide

Major Product(s) & Presentation: 

1. Blog post 1 on researching digital citizenship on online safety in social media.

2. Blog post 2 on examining digital citizenship and online safety programs at other schools.

3. Blog post 3 on reflecting over digital citizenship and online safety at our school.

4. Online survey sent out to 30 local peers and 30 global peers.

5. Survey analysis.

6. Final presentation including a school-wide implementation plan.

Knowledge & Skills Needed by Students: 

1. How to create a blog and how to conduct research.

2. How to look for articles and contact other schools. 

3. How to write a reflection.

4. How to create and send an online survey.

5. How to create graphs and analyze data

6. How to create a presentation and how to synthesize information.
Scaffolding/Materials/Lessons to be Provided:

1.  For products 1, 2, 3 (the blog posts) we will already have written several blog posts prior to          this activity.  We will have used Blogger and Weebly so that students will be familiar with            both, and students will have had to option to look for other blogging sites as well, in case            there are any that better fit their needs.  Additionally, we will have conducted research using        EBSCO and learned how to use Google Scholar to search for articles.

2. For products 4 and 5 (the survey) we will have created an online survey prior to this activity 
    using both sites.  They will have sent that survey out via Twitter and Facebook and also have 
    had practice graphing and analyzing the results.

3.  For the final presentation, we will have created multiple presentations throughout the school 
     year.  The students will be familiar with PowerPoint, Prezi, SlideRocket, and SlideShare, so  
     they will be able to easily decide which platform they prefer.  As for the synthesizing 
     components, many of our earlier activities throughout the year involve finding, organizing, and 
     graphing information and then using all that data to create a cohesive summary of what the 
     students learned.  So, while this project will certainly be difficult, I believe they will have the 
     necessary skills practice to succeed.
Differentiated Instruction

For Students with Special Needs:  They will be paired with a para to help them with the day to day technology use.  Also, they will have a modified assignment for the blogging portion that best fits their needs.  For the rest of the project, they will be grouped with the gen-ed population and the students in their groups (as well as the paras) will be able to assist them.

For ESL Students:  Since I teach at an international school, almost all the students are ESL (their primary language being Spanish).  In most cases, there are students in the class who can help translate for those who need the extra help.  When that is not possible, the students will have access to online translators (such as Google Translate) to help them with words or phrases they are unsure of.

For Gifted Students:  The gifted and advanced students will be tasked with becoming group leaders.  They will help keep the group on task, assign roles, and help keep the project organized.
Credit: Adapted from BIE.org Project Teaching & Learning Guide