Author:
Shawn Lee, Liz Crouse
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Education Standards (4)

Digital Survival Skills Module 4: Teaching Digital Skills

Digital Survival Skills Module 4: Teaching Digital Skills

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General Overview

The information revolution of the 21st century is as significant and transformative as the industrial revolution of the 19th century. In this unit, students – and by proxy their families – will learn about the challenges of our current information landscape and how to navigate them.

This unit is split into four modules. These modules can be done sequentially or stand on their own, depending on students’ needs and teachers’ timeframes. 

In this module (4 of 4), students reflect on the stakes of being able to navigate our current information environment and host a digital survival skills workshop where they teach others (preferably their families) about some of the factors that shape their media enviroment and how to combat misinformation online. This module requires students have an understanding of those things themselves, which they can develop through completing the previous modules or through other work to learn these skills.

WA Educational Technology Learning Standards

Digital Citizen - Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.

Knowledge Constructor - Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

Creative Communicator - Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.

Global Collaborator - Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.

Enduring Understandings

The media environment we are living in is unfamiliar to everyone. Sharing our knowledge of how to identity mis- and disinformation will protect our community, our society, and our world from those who want to serve a personal, political, or financial agenda.

Supporting Questions

  1. What digital survival skills do we want our families to have?
  2. How do you teach others?
  3. How do you hook people into caring about your topic?

Learning Targets

Students will be able to...

  • Design a teaching activity to help others learn a digital survival skill
  • Use the I do, we do, you do model 
  • Facilitate their activity with an audience of their family or peers

Tasks

  1. Choose topic and teams
  2. I do, we do, you do
  3. Prepare lesson and present

 

Task 1: Choose Topic and Teams

Students learn about the culminating project and choose their team and the topic they will teach at the digital survival skills workshop.

Materials: Digital Survival Skills Final Project I Project Introduction Slideshow

1. Teacher introduces the project using the attached Project Introduction Slideshow and Digital Survival Skills Final Project assignment sheet.

2. Students choose their teammates to create teaching teams of 2-4, then use the Digital Survival Skills Final Project assignment sheet to select their topic. There should only be one team per topic.

Teacher Preparation for Workshop:

  • Decide if the workshop will be in-person or virtual (conducted over Zoom or Microsoft Teams).
  • If in-person, secure a space at your school (or elsewhere) to host the event. If virtual, set up a Zoom or Teams meeting. Enlist another adult to help you moderate the chat during the workshop and mute or remove participants as necessary.
  • If possible, invite a "keynote" speaker to give a 5-10 minute address at the beginning of the workshop. This could be a local journalist, media literacy specialist from a local college, or other media literacy expert. 
  • Create an invitation to send to students' families and other community members (other teachers and librarians in your district, for example) that includes a registration link so you know how many participants to expect. On the registration link ask for name, email, and role (family member of student presenter, educator, etc). 
  • Create a feedback from for participants to share what they learned. This could be as simple as a one-question form asking them to name the most valuable thing they learned or include other questions you're interested in. You could also include a post for them to fact-check to see if they're able to use the skills they just learned.

Depending on time constraints, all of the above could be planned as additonal Student Tasks. Students could choose potential speakers and reach out to them, write the invitation and create the registration form, and write the feedback form.

Task 2: I do, You do, We do

Students learn the "I do, You do, We do" teaching method and brainstorm ideas for their presentation.

Materials: Student Handout

1. Students turn and talk about the best lessons they ever had. Teacher or student leads a share out and class reflects on what made those lessons so good.

2. Students watch the following three videos to learn the "I do, We do, You do" teaching method.

3. During and after the videos, students complete the chart on the Student Handout with their team to define each step of the the teaching method, provide examples they've seen, and brainstorm what to do for their presentation. Teacher checks in with each group to hear ideas and offer feedback.

4.  Students should make plans with their team to meet outside of class and schedule a time to meet with teacher to review their presentation plan when it is more finalized.

Task 3: Prepare Lesson and Present

Preparing presentations will look different in every classroom. We recommend giving students time during class to work with their group to prepare their presentation and meet with you as much as possible.

1. Students work with their group to create an outline or basic plan for what they'd like to do, then meet with the teacher to review the plan and get feedback.

2. Students use their outline and teacher feedback to create a draft presentation, meet with the teacher again to get more feedback on their completed draft, and make changes as necessary to finalize their presentation.

3. All groups participate in a dress rehearsal and make any adjustments / additions to their presentation as necessary based on classmate or teacher feedback. Teacher reviews any guidelines for presenting, dress, and conduct at the workshop as needed.

4. Students present at the digital skills workshop!

5. Students celebrate their success and reflect on the event and participant feedback. Possible reflection questions include: What did they like most about the event? What would they change if they could? What advice do they have for next year's students? What patterns do they see in the feedback form? Are they satisfied with participants' responses? What will they do going forward – how do they see what they learned in this unit affecting their lives?