Information Literacy Lesson Plan

VoIP and Web Conferencing Presentation

Trust & Monitor Policy

TRUST & MONITOR POLICY

The Pay It Forward Global Learning Project is intended for educational purposes only.  We take privacy very seriously and would never share any of your information with anyone.  Forums, Blogs, comments, photographs, and other student work will only be used to highlight participant involvement and final outcomes.  We are not responsible for any inappropriate comments posted by participants, but immediate action will be taken.  

Participants agree to observe the following:

1.    All participants must review and be aware of their school district’s Internet use policy.

2.   Participating teachers must review their students’ comments before they are posted on the blog.

3.   Teachers will review and enforce Copyright laws with all participating students.  http://www.splc.org/knowyourrights/legalresearch.asp?id=32

4.   Students are to review and follow all school guidelines, including Internet use policy.

5.   Students must not reveal any personal information about themselves, such as full name, address, phone number, ect.

6.   Students agree to never impersonate another student.

7.   All participants must agree to be courteous at all times with everyone, and be respectful of other participant’s beliefs, background, and opinions.  Cyber-bullying of any type will not be tolerated, and may result in dismissal from the project.

8.   Forums and Blogs will be closely monitored, and any violation to these rules may result in removal from the project.

GLP Site Content

I am a teacher working for the Apple Valley Unified School District in Apple Valley, California.  I am seeking teachers and students, or any other groups of people wishing to participate in a “paying it forward” global learning project.  This project is designed for students ages 10 and up, but can be adapted for younger students wishing to participate as well.  Participants of this project will be required to conduct online research and construct a presentation based on their findings using some form of digital media (Power Point, video, web site, ect.)

About the “Pay It Forward” GLP:

 “Pay It Forward” is a social action global learning project where students get the chance to experience the feeling of helping others for the sake of making this world a better place.

Students are given the opportunity to make a difference at three levels: individual, community, and global.

*Individual: 
At the individual level, students choose a person they interact with in their lives and help them in some way to make their day, or life, a little better.  Once the good deed is done, students advice the person they helped that it is their turn to “Pay It Forward” to someone else to keep the chain reaction going.

For the younger students:
Spend some time discussing what it means to "Pay It Forward," and make a list of ideas of ways they can "Pay it Forward."  Leave this list up in the room throughout the duration of the project, and continue to add to it as students continue to come up with ideas.  It will also serve as a reminder for them to look for opportunities in which they can "Pay It Forward."

*Community:
At the community level, classes work together to find a need within their own community, and think of a way to help.  Some examples are: (collect can food for a local food pantry, have a clean up "field trip" around their school's neighborhood, start a community garden and give away the produce grown to needy families around their area, ect...).  There will be more ideas on the Ideas page of the GLP.

*Global:
At the global level, students collaborate with another student from their partner class and research a need in the world.  Together, students raise awareness by creating a digital media presentation proposing solutions for this need.  Students then upload their presentations to the GLP website, and if possible, they also send it to groups or organizations that might be able to help their cause.

Students may use any type of digital media they feel most comfortable using.  There are be a few tutorials available for students on the Tutorial page of the GLP website to help students decide which tool they would like to use, but any form of presentation is accepted.

For the younger students:

Instead of working in partners for the final project, they work as a class.  The teacher  selects a few needs around the world and discusses them with the class.  As a class, students decide which need they want to focus on and research it further with the teacher.  After  spending some time researching this need as a class, students brainstorm some ideas in which people can help.  Based on the students ideas, the teacher decides the best way in which to present it. One way is to have students draw pictures and scan them to create a slide show or power point.

The Blog:
Students and teachers are able to share ideas, experiences, and progress on our blog, and offer each other support every step of the way.  Teachers have access to a separate teacher blog to discuss topics specific to teachers.  Students blog in a kid-friendly environment where their post are monitored by their teacher.

Benefits for Students:

Students who participate in this GLP gain valuable skills, such as:

-collaboration with others via the internet

-practice using digital media presentation tools

-researching skills

-marketing techniques

-compassion for humanity, especially for those of other cultures

-practice reading and writing through blogging

Not only do students benefit from having these skills in their future, but they also enrich their current curriculum by being exposed to other cultures, and learning how to problem-solve using real-life issues.

Participation in this GLP will:

*Provide students a chance to learn different problem-solving techniques

*Provide a model for involving parents and community members from minority language groups into school projects.

*Prepare students for global literacy.

*Put students in charge of their own understanding of global perspectives.

* Build bridges between diverse language or culture groups within a community 

* Allows emotional, intellectual, and personal growth through direct experience with other cultures.

Experience:

Participating in this GLP is a valuable experience for students because they learn about important issues that go on outside their own community, and build a compassion for humankind.  Knowing that they are making a difference in the lives of other people boosts up students’ self-esteem and self-worth. 

Standard-Aligned Learning Objectives for this GLP?
(Based on 4th grade Common Core Standards)

*Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of text in which it appears.

*Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

*Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

*Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

*With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as interact and collaborate with others.

*Conduct short research projects that build knowledge through investigation of different aspects of a topic.

*Recognize similarities and differences within the target cultures and among students’ own cultures.

Content Standards Addressed in this GLP:
(Based on ISTE Standards)

*Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

*Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

*Students apply digital tools to gather, evaluate, and use information.

*Students use critical-thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

*Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior

(See rubric on the resource page for possible grading ideas)

To Participate:

Participation is simple! All you need is constant access to the internet and sites such as YouTube. You will also need access to some sort of digital media presentation tool for students (Click here for possible online presentation tools).  If you would like to participate, just fill out the registration form, and you will be contacted with more information about the site.  Once you register, you will have access to our blog where you can request a class to collaborate with. 

This GLP is offered every year.  It will start in the Fall (September) and end in the Spring (end of April). This is a single lesson with three parts to it.  Depending on how much time you have available to dedicate to this project, it can take anywhere from two months to four months to complete.  After you have completed the project with your class, you will be asked to take a short survey about your experience with this GLP.  I will listen to your needs and continually improve this GLP as needs arise.  

Where?

This GLP will begin in Apple Valley, California, USA, but location of implementation will depend on the participants.  My hope is that it spreads all over the world!

For more information on this GLP, you can contact me, Aurora (Project Manager), at aurora82mendoza@gmail.com.

Why?

I have created this GLP in efforts to make this world a little better place.  It is important to teach students that they can make a difference in other peoples’ lives by simply showing that they care. It starts with just one person, but one person can’t do it alone.  By having multiple classes all over the world participate in this GLP, students are able to empower each other by sharing ideas and experiences of how their lives have changed, or how they have changed others’ lives.  Exposing students to real world problems, and challenging them to make a difference is the mission of my GLP.  Building on students’ compassion for humankind will hopefully make a lasting impression in their lives and they will continue to find ways to help humanity as they continue on their journey of life.

Global collaboration is the way of the future (Reed, 2007).  By exposing students now to these skills, we are preparing them for jobs of the future, and getting them one step ahead of everyone else. 

How?

Teachers and students are able to connect with others on our blog.  Partner students collaborate through e-mail, and partner classes can communicate through Skype or Google Hangouts if they wish.  Teachers have access to a Teacher Blog Page where they can share what their students are doing, and offer ideas and support to other participating teachers.

Once students complete their presentations they can share them by uploading them on the Project Page of the GLP site.  You can also share your students’ completed presentations with your colleagues to give them an idea of what global learning is all about.

On the Ideas page of the site you and your students can find ways in which they may want to “Pay It Forward” at each level of the project.  It would also be beneficial if each class spend some time discussing and brainstorming ways in which they can “Pay It Forward” before they begin.  If possible, you can begin this project by viewing the "Pay It Forward" movie as a motivator for students.

Final BWD lesson Plan

Creative Commons

Creative Commons
*A way to keep your copyrights while granting permission for others to use your work and    still get credit for it.  

*There are six different types of licenses under Creative Commons:
          -Attribution: Most accommodating- allows people to distribute, remix, tweak, and build upon your     
                             work as long as they give you credit for it.  Allows your work to be used commercially.

          -Attribution-NoDerivs: Allows commercial and non-commercial redistribution of your work as long as
                              it remains exactly as you produced it, and with credit to you.

           -Attribution-NonCommercial-ShareAlike: Allows others to tweak, remix, and build upon your work,
                              as long as it in for non-commercial use and they credit you.  They also have to agree to
                              license their new creation under the same terms.

           -Attribution-ShareAlike: Same as above except it allows commercial use.

           -Attribution-NonCommercial: Same as Attribution-NonCommercial-ShareAlike, except they do not
                              have to license their new creation under the same terms.

           -Attribution-NonCommercial-NoDirivs: Most restrictive- Allows people to download and share
                              your work, but they cannot change it in any way, and they must give you credit.  It does
                              not allow for commercial use of your work.

The above information was gathered from http://creativecommons.org/licenses/


*Advantages:
          - Easy to choose from
          - Easy to understand
          - Globally recognized
          - Applicable internationally
          - Material is easy to find
          - Builds community
          - Promotes sharing
          - It's FREE

*Disadvantages:
          - No control over who uses your work
          - Licenses cannot be revoked
          - Not good for work you plan to have commercial gain from, now or in the future.

Info on Advantages and Disadvantages was gathered from http://www2.gsa.ac.uk/library/infosmart/infosmart-use/infosmart_67.htm

*Myths:
          - Creative Commons is a form of modern communism
          - Does not work in every country
          - Goes against copyright laws.
          - Limits creator's use of his own work.

 

BWD - Stage 3

Stage 3 - Learning Plan

Pre-Assessment:

Students will take an online survey to answer basic facts about California and its regions, and share which areas of California they have visited. Students will also draw a collage of pictures that represent anything they know about or associate with California.

Learning Events:

Student success at transfer, meaning, and acquisition depends upon . . .

*Applying their learning, first on paper, then on a hands on topographic salt-dough map project.
*Thorough research and completion of region report template.
*Successfully presenting facts and new found knowledge about one of the four regions through a Power  
  Point Presentation.


What’s the goal for (or type of) each learning event?

*Students will transfer prior knowledge of California features and relate it to map project.
*Students will make meaning of distances and heights as they relate to cities and geographical features.
*Students will acquire knowledge of cities and geographical features as they relate to California.


Progress Monitoring:


*During class discussions student will receive feedback from the teacher on questions they ask or answer.
*Students will receive feedback in the form of comments during observations while map building.
*A region report template will be provided for students as a guide to their research on a region, and the
  teacher will look and comment on it once it is completed.
*A presentation rubric will serve as a guide for students to make sure they include important points in their
  Power Point presentation.


What are potential rough spots and student misunderstandings?
*Inaccurate understanding of what cities or geographical features are part of California.
*Failure to understand distance between cities, and/or height of geographical features.
*Failure to accurately perceive the geographical location of the state of California in relation to the rest of the country and/or oceans.