lesson+-+using+class+blog.doc

Lesson: Using a Blog and Introduction to Digital Citizenship This lesson is designed to introduce students to blogs. Blogs are an integral piece to the Independent Component of the course since students will be asked to post answers to questions about class activities and assignments and to pose questions relevant to the class and to the other participants. This lesson and any activities created for the class blog are only meant as a starting point for the use of the blog. Throughout the program, students should be urged to be active participants of the blog. Hopefully, through active participation, the class blog will be much more than envisioned at this present time. In addition to learning how to use blogs and evaluate blogs, participants will be exploring the notion of digital citizenship. **Goal:** Students will: **Pre-Activity:** Lesson on Introduction to Web tools will precede this lesson so students have a general understanding of how blogs and other web tools can be useful for their learning. Review understanding of what a blog is and how it will be used in this program. (Assess prior learning from lesson: Intro to web tools) 1.) Present YouTube Video on using Blogs. If there is access to a computer lab or computer with overhead, the screencast can be shown instead of Video. Be sure to hand out written instructions on accessing and using Class blog. // Note: A screen cast will be created showing participants how to comment on the blog. This screen cast will be put on the blog so participants can access it independently to review if they need to. // 2.) What is an appropriate blog comment? As pair or whole group activity, have class review several blogs and comments. // Instructor should include various types of blogs as well as short, long, and inappropriate comments so participants can evaluate and segue into digital citizenship. What is appropriate? What is socially acceptable? Why? // Student will evaluate the sample blog comments. What makes a good blog comment? Why do you think this is good? What makes a blog comment bad or inappropriate? How is communication on the web the same / different from face to face communication? Compare digital citizenship to citizenship. Comparison could be made to national citizenship or class citizenship as evidenced by class rules and regulations if any were created by the class during orientation. What are the characteristics of a citizen? Rights? Responsibilities? 3.) Create a rubric together to assess blog comments for our class blog. Rubric will be used to assess activities for independent learning component. (See Sample Rubric attached.) As class creates the rubric, this is a good time for discussion about the amount of time that will be credited for assignments posted on the blog for independent learning. Extension: If class has access to computer lab during class time, have students create the rubric using the website: [|http://rubistar.4teachers.org] 4.) Practice using a blog (Independent Modality): For homework, students will answer the first question posted on the blog. This question is the same one that was posed in the first lesson: __Introduction to Web tools.__ With the rubric created, students will know what is expected for the comment they make on the blog and should edit their original response accordingly. Students will be given credit for completing the assignment and given the corresponding time on task – determined when rubric was created. Suggested “time on task” allotment – 1 hour. //Note: To ensure that students do quality work, no credit could be given for comment considered a 1 on the rubric as is the case for the GED writing essay.// **Extension 1:** For an additional independent modality activity, learners could research blogs about topics they are interested in. Evidence of search and evaluation of blogs interested in could be posted to a prompt on the class blog. Suggested “time on task” allotment – 1 hour for search; ½ hour for post on class blog. **Extension 2:** Reading – Using RWU Diary, examine article on Using Blogs in Education or for Learning. Whole Group activity. If this is the first time using RWU Diary, teacher will model. Otherwise, students will monitor their reading strategies using the Diary as they learn about blogs and how they can assist with improving reading/writing skills. Comprehension questions can be created to assess reading comprehension of this article. **Adaptations / Accommodations**: Core Standards – R – 3, Discern the most important ideas, events, or information and summarize them accurately and concisely; W-1, establish and refine a topic or thesis that addresses the specific task and audience; W-3, Sustain focus on a specific topic or argument; W- 4, Support and illustrate arguments and explanations with relevant details, examples and evidence; W-11, Assess the quality of one’s own writing and when necessary, strengthen it through revision. EFF Standards – Use Information and Communications Technology, Reflect and Evaluate, Convey Ideas in Writing, Listen Actively, Read with Understanding
 * Have a basic understanding of what a blog is
 * Determine the standard for a “good” blog post for class blog; create rubric for assessment of blog comments
 * Use the blog to post a relevant answer of sufficient length
 * Main Activities: **
 * Students who need audio for support of reading comprehension will be shown how [|www.readplease.com] works and how it can be downloaded to their computer at home.
 * Students who need additional support typing can work with a partner or be taught how to use adaptive technology/software such as Dragon Naturally Speaking.
 * Learners can be paired according to strengths and weaknesses for reading and writing activities.
 * Standards Addressed: **