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We all want our students to succeed.
On the surface level, student success looks like solid test scores, mastery of grade-level standards, etc. But in life, tests and standards are not the only ways to define success. And just as each student’s path to career success will look very different, there are various paths students can take to learning success.
That’s where differentiated instruction comes in.
“Differentiated instruction honors students’ diverse backgrounds and learning styles. With differentiation, teachers recognize their students as individuals with varying needs and provide them with more options for learning. In other words, teachers use multiple strategies to make sure that all students can absorb the information being taught, share what they’ve learned, and meet long- and short-term goals,” the staff at We Are Teachers said in a January 2018 article.
For many classroom teachers, though, it seems like a lot of work to implement differentiated instruction. Teachers feel overwhelmed with different lesson plans for the same topic, varied content delivery processes and projects.
But it doesn’t have to be, according to veteran teacher Larry Ferlazzo. He explained in a February 2019 Education Week video that it is more a “way of thinking, not a list of pre-planned strategies.”
When teachers develop a growth mindset and zero in on the main learning objectives for a unit or subject, they realize there can be multiple ways to get to that goal.
Ferlazzo shared an example of teaching students the argumentative essay. He’d chosen a topic for the students to research and write about. But he realized one student was completely disengaged. Once he gave the student an alternate topic option, the student immersed himself in the topic and wrote a strong essay.All students in his class completed the learning objective: formulating a solid argumentative essay. But Ferlazzo differentiated by allowing student choice.
Studies Weekly recognizes there are many ways to learn. That’s why our products already have research-backed differentiated learning strategies built right in. Even better, these strategies don’t require hours of extra teacher preparation.
Our differentiated learning strategies are based on the Hattie’s Effect — a research study by New Zealand professor John Hattie that showed the effectiveness of certain teaching methods. The best ones hit the .40 to 1.2 mark on scale of -.2 to 1.2.
Studies Weekly includes seven of these high-impact strategies, in addition to many others.
Reciprocal Teaching Method (Hattie’s Effect .74)
This is a guided-discussion method that works with large or small groups and guided reading groups. It engages students through predicting, questioning, clarifying and summarizing.
Inquiry Model (Hattie’s Effect .40)
This method asks students to investigate a historic source or scientific topic by focusing on an open-ended question. Students are empowered to develop their own approach to solutions and answers.
Question Formulation Technique (HE .66)
This method amps up inquiry-based learning. Students produce, then improve, then prioritize their questions on a subject, event, problem or phenomena. They decide individually, in small groups or as a class where to go with these questions, such as: a research project, building a test model, etc.
Primary Source Analysis Tool (HE .75)
Based on methods from the Library of Congress, this tool helps students better understand history through observing and questioning a primary source.
Graphic Organizers (HE .40 – .79)
According to research, graphic organizers elevate student comprehension. Students who use them can more effectively classify and communicate concepts. Studies Weekly incorporates a variety of these.
See Think Wonder (HE .60)
This method works well individually or with groups, and develops critical thinking skills. Students learn how carefully analyze and ponder a historical image or scientific phenomenon.
Possible Sentences (HE .93)
This is a pre-reading method that works well with vocabulary words and difficult concepts, by activating students’ prior knowledge. Students get excited to tackle a text to prove their understanding.
These are just a few methods educators can easily use to differentiate their content delivery and processes. As ASCD points out in the infographic below, teachers can also differentiate their assessments and their classroom environment.
Ideally, differentiated instruction creates a classroom “where the students understand that they are unique, where their individuality is not simply accepted but celebrated; where their differences are not hidden, but rather used to expand learning in the class,” according to a November 2018 Edutopia article.
Or as Ferlazzo puts it, we need to create relationships with our students, and keep our eyes on the prize, always asking ourselves, “What are the learning objectives, and what are the best roads to get there for different students?”
To learn see training videos on how to use the above-mentioned Studies Weekly learning strategies, visit studiesweekly.com/online/pdod.
We’re in the throes of testing season, with all of its accompanying drama and anxiety. Educators worry if their students will do well. Students either stress out, or totally check out on testing day. And of course, everyone secretly just wants it all to be over.
With all the pressure districts and teachers have to perform, how do we prepare students for these high-stakes assessments without resorting to “teaching to the test”? Education experts say that not only is teaching to the test ethically wrong and yields an inaccurate result, but it’s really not an effective way to prepare students.
“It’s entirely possible to prepare students for standardized tests in a way that maximizes what we know about learning sciences [and] metacognition,” said Jennifer Borgioli, a senior consultant at Learner-Centered Initiatives, in a 2018 Education Week post. “[B]ut this requires quality professional development and district-based guidance around what that looks like inside a standards-based, high quality, learner-centered curriculum.”
Teaching Curriculum vs. Teaching the Test
Experts point to “curriculum teaching” versus “item teaching” for test prep. Educators who gear their instruction to the state standards — and its applicable knowledge and skills — teach curriculum. Those who focus their instruction only on what is on the test are item teaching. As a result, they narrow and limit students knowledge and skills, robbing students of deeper learning, as researchers pointed out in a 2017 Journal of Experiential Education article.
If teachers clearly understand their state’s education standards and what will be tested on state assessments, they can use curricular content to prepare their students.
“Curriculum-teaching, if it is effective, will elevate students’ scores on high-stakes tests and, more important, will elevate students’ mastery of the knowledge or skills on which the test items are based,” said W. James Popham, an emeritus professor of UCLA, in a 2001 ASCD post.
The best test preparation is that which hones critical thinking and problem-solving skills. This is best done using inquiry-based and student-focused instruction that makes students active learners.
Research shows authentic project-based learning, problem-based learning and experiential learning models can greatly help students master these abilities. As students tackle tough problems and questions throughout the school year and find their own pathways to solutions and answers, they gain the confidence and skills needed. They learn for themselves that they can figure out answers, even when they may not have complete information.
Award-winning middle school teacher Heather Wolpert-Gawron explained in a 2017 Edutopia post that educators should teach students how to retrieve and use what they already know.
“Teach them how to activate prior knowledge or make connections to the material. For many kids, this doesn’t just happen magically — we have to preach it over and over and show them that they already have far more knowledge of our content areas in their heads than they realize,” she said.
Two test-related methods teachers can use is teaching students how to review for tests and how to navigate the process of test-taking.
Teaching Test-Review Skills
Pete Barnes, an Ohio fifth-grade science teacher, shared a fun way to teach students test-review skills in his February 2019 Edutopia article. He set up a Science Ninja game-based unit. Students had specific tasks and skills they needed to complete, but Barnes organized it in a way that allowed students more choice in their training.
“Students choose tasks from a Training Menu to prove their mastery of life science, outer space, force and motion, and more,” he said, explaining that the tasks included scavenger hunts for information, videos, simulations, matching activities, lab work and model-building activities.
“Each of these tasks also include a short assessment that students check on their own and then verify with the teacher before moving on to the next task,” he said.
Teaching Test-Taking Skills
Wolpert-Gawron also shared strategies for teaching test-taking skills. Because many state assessments are now computer-based, she encouraged educators to incorporate technology aptitude teaching in their curriculum throughout the year.
For example, she suggested teachers create lessons that require students to use audio tools that will read text aloud, learn the meanings of typical computer icons, practice general word-processing and keyboard skills, and how to use hyperlinks, videos and images.
“Don’t take for granted that our digital natives know how to use the digital tools they need in order to be successful on their online tests,” she said.
She also encourages instructing students in the language of the test. This type of preparation helps all students, whatever their level, better understand the process of testing, including English-language learners.
Betsy Gilliland and Shannon Pella explained in their 2017 book, “Beyond Teaching to the Test,” that according to their research, few high-stakes tests were normed or validated for use with English-language learners during the “No Child Left Behind” era.
“What this means is that in many cases, the complex language used on tests prevents students from understanding what they are supposed to do or from showing their knowledge of the content,” they said.
All students should understand the typical vocabulary used in test directions, so they actually know what it asks them to do.
“Make a list of the most common words used in test instructions. Remember that telling students to read the directions isn’t enough if they can’t understand the directions,” Wolpert-Gawron said.
Some of the best test prep is the simplest. Teachers should help students practice recognizing their own successes, and going into a test with a positive mind, Dan Henderson explained this in a 2018 TeachThought prep article — that also hilariously illustrated some of the more absurd test-day requirements.
Many teachers are frustrated with how testing season and test prep cut into instruction time. But with some planning, it can simply be part of effective, authentic instruction.
Teachers who use Studies Weekly for Social Studies and Science have the benefit of knowing where their students are at multiple points in the school year through ready-made, but customizable formative assessments. To learn more, visit studiesweekly.com//online/pdod.
For many schools throughout the United States, the elementary classroom connects students, teachers and parents hand-in-hand for student learning.
Teachers often use portfolios as an effective way to forge and strengthen that connection. It also is a potent tool to celebrate student learning and achievement.
In general, a portfolio is “a body of student work collected over an extended period.” Using this definition, culled from Education Week, we can move into a more in-depth look at successful portfolios that showcase student learning.
There are a few different types of portfolios — including those that display learning processes, showcase best work, and are used for assessment purposes. Elementary teachers can use all these.
The best portfolios include specific elements.
Students may use this learning tool to display their learning for a single unit or for an entire year, but they must understand the goal of the portfolio from the beginning.
“It is vital that students also understand the purpose of the portfolio, how it will be used to evaluate their work, and how grades for it will be determined. Make sure students are given a checklist of what is expected in the portfolio before they begin submitting work,” said Emma McDonald in a 2011 Education World article.
Portfolio Learning Objectives and Outcomes
Before starting, students also need to understand the learning objectives for the portfolio. Teachers can present a rubric or grading guidelines as they introduce the portfolio, so students are prepared. Teachers can also set aside specific classroom time for students to add to the portfolio.
Another important point is how they will present their portfolio at the end of the unit, week, month or year. Will it be in a binder or folder? Will it be a collage, magazine or other creative collection to display? Will they have leeway to use technology elements, and access to those?
Because this is an ongoing project, students also need clear direction as to where they will store their portfolio as they are doing the work. Many teachers find it best to store all students’ working portfolios in one place in the classroom.
Student Choice and Reflection
Students should choose what they include in the portfolio. Additionally, they should have time to reflect on their work, evaluate it, and share work they believe is their best. Educators at the State University of New York-Geneseo explained in a presentation that these two elements — student choice and reflection — are two of the most important parts of the portfolio process.
Student choice guarantees better student engagement. Reflection gives both teacher and student an “opportunity to reflect on [the student’s] growth over a period of time.”
Science and Social Studies Portfolios
Many educators are familiar with using portfolios within their language arts block, but this tool also works well in other subject areas, even as a cross-curricular assessment.
In science, the portfolio fits well with a unit where students must complete various tasks to get to full mastery. The portfolio highlights their learning path.
For example, a science unit portfolio might include:
- Research notes and conclusions
- Lab experiments and reports
- Charts and graphs reporting test data
In social studies, a unit portfolio could focus on an event or movement and include:
- Research notes and conclusions
- Primary sources and analysis
- Infographics, timelines or maps
- Models or projects
In a 2011 Social Studies and the Young Learner article, Jacqueline S. Craven, William J. Sumrall, Jerilou J. Moore and Kellie Logan showed how this works on a first grade level with their lesson plan on studying historical monuments.
In any subject, teachers make clear learning objectives and grading rubrics for the portfolio.
For example, with both science and social studies units, teachers might assess students’ critical thinking. Both units could focus on a guiding question. Teachers would then award points based on how well students presented their evidence and conclusions within the portfolio.
Overall, there are many dynamic ways to use portfolios in the classroom. Portfolios are not the only assessment tool, but when used correctly, they can be a powerful way for both students and teachers to see student learning and progress.
Studies Weekly print publications and online platform enhance and expand student learning. To learn more, request a sample.
We all want students to experience authentic, meaningful learning within the classroom.
To that end, project-based learning (PBL) is an effective teaching method.
PBL focuses on what students learn more than what teachers teach, as Diana B. Turk and Stacie Brensilver Berman explained in their January/February 2018 Social Education article, “Learning through Doing: A Project-Based Learning Approach to the American Civil Rights Movement.”
“[W]e see project-based learning as an approach that focuses both on the content of curriculum and what students do with what they learn,” the authors explained. “Organized around real-world challenges that students engage in and ultimately master in their learning, PBL units look and feel very different from traditional classroom learning.”
Most importantly PBL is not a one-and-done lesson — this method usually lasts at least a week or more. Turk and Berman added that PBL is teacher-shaped but student-driven, a key component of engaging students. PBL units must also be authentic and as real as possible — both within the classroom and without.
“It must be minds on as well as being hands on,” Turk and Berman said. “Only by engaging in projects that invite transfer — the extension of learning from one project to another, across and outside the curricular realm — do students truly come to own the material they learn and see the value and meaning of the work they are engaged in. Those are the prerequisites for real learning to take place.”
Successful PBL units make students think differently about the content they are learning, encourage them to ask questions they didn’t think of before, and engage them within their community, Berman added in a March 2018 National Council for the Social Studies podcast, “Passionate about Project-Based Learning.”
Teachers are often nervous about implementing PBL into their classroom because it can sometimes be loud and messy. But the skills students gain are essential to their future work within a company, the community and their families. Through PBL, students learn how to question and research, how to collaborate and communicate effectively, and how to identify a problem and chase down a solution as part of a team.
Here are some tips — culled from multiple experts and resources — for using PBL in the classroom:
1. Teach team skills.
Many teachers go into PBL without teaching students how to work well with others. But these skills are not instinctive for most students. Teachers should model and teach how to be an active listener, engage in respectful discussion and debate, and share the work.
Mari Venturino shares some good ideas for how to do this in a September 2018 Kids Discover post, “Teaching Teamwork.”
2. Assign roles.
Unique roles within a group makes everyone work together on the project. The type of project will dictate the exact roles needed, but some general roles are: group facilitator, note-taker, progress tracker, teacher liaison and materials manager. In a January 2018 Getting Smart article, Jamie Beck also suggested four roles that work well:
• Head Coach: The one who understands the activity, keeps the team together throughout and understands the final solution well enough to explain it to others.
• Journalist: The one who leads the team in organizing results and creating the final product.
• Resource Manager: The one who gets supplies for the team, and is the only person who can ask team questions from the teacher.
• Assistant Coach: The one who ensures everyone shares their ideas and contributes.
You can find further tips and downloadables to help you and your students understand collaborative roles at Teachers Pay Teachers.
3. Track ongoing progress.
Many teachers don’t rely on just one final deadline for the completion of a project, because students need clear measurements for what they should be doing and when. To do this effectively, you could set intermittent deadlines for some or all of the following:
• Identifying and validating the problem
• Gathering data and research
• Organizing and identifying pertinent data
• Creating a presentation plan
• Finalizing the presentation
• Reflecting on the project
4. Teach students how to prepare for a presentation.
PBL does not always end in a written research paper. Students can tailor their final presentation to the subject studied.
For example, a social studies project may result in students creating a newspaper about the event or movement, or even doing a reenactment of the event.
Students can also present their topics in a variety of ways, such as: a TED Talk style speech, a video, a play, a broadcast, a diorama, a hands-on demonstration, a children’s book, etc. You should be open to allowing the students pick their presentation style depending on their subject, rather than choosing one for them.
If students will be presenting their findings outside of the classroom, teachers should also prepare them for this.
5. Grade through rubrics.
It is challenging to assign a blanket grade to group work and projects. Rubrics allow you to grade the intended outcome for the project both individually and as a group. Students should see the grading rubrics before starting the project so they know how they will be graded.
Good rubrics don’t just assign points, but also describe the reasoning behind those points. Effective rubrics outline where a group is below a standard, approaching the standard, and completing the standard.
Students should also evaluate themselves and each other through another rubric that details their collaboration skills — including how well they listened, communicated, did their assigned role, kept on task and contributed to the final product.
Find some great rubric ideas at our Pinterest board.
6. Allow time for reflection.
Students should always have time to reflect on the group’s efforts and the final project. This can be done through a peer/group rubric, but can also be accomplished as a class. Reflection time gives students the opportunity to share the following:
• What worked in their group
• Frustrations they had with the project
• What surprised them about the project, or topic
• What they learned about the subject
• What they learned about themselves
• Further questions they have about the subject
• Possible roles they’d like to try for the next project
Emily Murphy explained that reflection time is important for both the teacher and learner. In her December 2018 Edutopia article, she shared a highly successful PBL experience. But she did not realize how differently her students felt about their project’s outcome than she did until they talked as a class after the project’s completion.
“Had we skipped the step of reflecting the day after the meeting, I would have made many incorrect assumptions. The reflection period prompted teachers to spend time considering student perspective and to ask, ‘Are we following their agenda or ours?’” she said.
PBL is not a new teaching method. According to Education Week, it’s been a part of education for more than 100 years.
But — with so many technological advancements giving students easier access to information and resources — there are many opportunities in classrooms today to thoughtfully and meaningfully implement authentic, real-world project-based learning. This will better prepare students with essential collaborative skills needed for today’s interconnected society.
For further reading, the Buck Institute for Education offers training and resources for teachers who want to learn how to apply PBL in their classroom.
Studies Weekly’s consumable newspapers and magazines work well with PBL. Students can use the print and online editions for primary source research and data gathering, and then turn around and cut up the print edition and/or incorporate Studies Weekly’s videos for their presentations. The possibilities are endless.
Visit https://app.studiesweekly.com//online/pdod to learn more.
Susan Cro uses Studies Weekly publications in a unique but important setting.
As Cro explains, she is “a homeschooling Nana.” She teaches three of her grandchildren, ages 8, 10 and 11.
“All three have VERY distinct learning styles, and are all moving at very different speeds with their learning. It has been an ongoing struggle to work with all three, at three separate grade levels, and keep them all motivated and challenged,” she said in an interview with Studies Weekly.
Cro has spent her life teaching. She and her husband were group home parents working with and teaching at risk teens for two years. She was a regular substitute teacher for an alternative school, and a longtime substitute teacher in the K-12 schools in her community.
Even with all her experience, she admits that homeschooling is probably harder than anything she’s done before. But she loves the individual attention and learning flexibility it gives her grandchildren.
“All three children love being home schooled with a relaxed atmosphere and the ability to study in depth any subject they show an interest in. It doesn’t matter if you’re studying trains or bones, you should be able to pull all subjects into that unit,” she said. “The knowledge that each child is receiving the individual attention they deserve, being able to let them relax when they’re not feeling well, and the ability to school any and everywhere makes this something that I will continue as long as the children and their parents want me to.”
She explained she is grateful for Studies Weekly because its curriculum flexibility allows her to tackle the same subject matter, but individualize instruction for all three grade levels each week.
“Finding a program that can be used to teach across multiple ages, grade levels and abilities is truly a blessing. Studies Weekly provides this for homeschooling. We will utilize Studies Weekly until all three children age out of the program,” she said.
Cro discovered Studies Weekly after a suggestion from another homeschooling parent. In her seven years of homeschooling, she hadn’t concentrated on social studies, but Studies Weekly is helping her play “catch-up” with that subject area.
“We school year-round so we plan to just keep working through each subsequent Studies Weekly grade until going through them all,” she said.
Studies Weekly helps her grandchildren get excited about what they are learning. They love that the lessons are “short, sweet and to the point.” Because of this, they want to explore further.
“I love seeing the ‘Aha!’ moment or hearing the excitement in a young voice as they grab hold of an idea or concept and run with it,” she said.
Studies Weekly is continually improving and growing.
As a company, we are dedicated to updating and improving our products to better serve teachers and students.
For example, we were extremely excited to roll out our Google Integration recently, as we know how time-saving that is for teachers. We also are prototyping 7th and 8th grade Social Studies programs, and are completely updating our K-5 Science publications.
But that’s not all. Here’s what we’ve been up to:
New State Publications
Our Tennessee K-5 Social Studies publications successfully launched last year, and we were honored to be the only K-2 textbook adopted by the Tennessee State Board of Education.
Our editorial and production teams also worked tirelessly to create completely new and updated K-5 Social Studies publications for Georgia and Ohio. They also completely updated the Louisiana 3rd Grade Social Studies publication. Those all are available for advance purchase online and through local sales teams, for use in the 2019-2020 school year.
More Teacher Supplements
Your teacher resources now include 35 pages of graphic organizers and activities for students. Those additional tools are accessible through your online account, and they will be included in the printed Teacher Resource starting this fall.
Rate and Review System
Teachers can now rate and review all online articles, article questions, bonus media questions and assessment questions.
In the right-hand corner on articles and assessments, you can see the 5-star rating system. Simply click on the star of your choice.
If you rate an article or question below 4 stars, a comment box pops up and you can give us feedback on how we need to improve that item.
As a company, this helps our product development team see where we are succeeding, and where we need to improve and update our curriculum.
Don’t worry, only teachers can rate content. This feature is not available for students.
Your students can now choose the reading speed for the audio reader option on online articles. Students who are in the early language acquisition phase can slow down the reader speed so they can follow along easier. Students can also speed up the reader to a pace that works for them.
Product Updates from Teacher Feedback
In November, we organized a focus group, and gained valuable insight from those who use our product every day. Group members shared a number of suggestions where we can improve. Since then, we have implemented those, and are working to finalize other changes.
Here’s just a few of those suggestions we heard, and our resulting actions:
♦ More K-2 videos. We’ve increased our K-2 video productions, and will continue to do so this year.
♦ Different content than crosswords. As we update each state’s content, we’re swapping out a large number of our crosswords with additional activities and content in our publications.
♦ More rigor and relevance in publications. As we update state content, we are building in more rigor and relevance.
♦ More online professional development. We have created an online professional development program, and will continue to add to it. District leaders can also now purchase additional PD training from Studies Weekly.
♦ More Tech Support hours. We now provide full day Tech Support coverage for all United States time zones except for Hawaii and Alaska.
More Changes to Come
These are only a few of the most recent improvements we’ve made to better serve you. We enjoy hearing from you as well. If you have other suggestions and ideas, feel free to contact us through our Facebook page, or text us at: (385) 399-1786.
As your students analyze and ponder history, are they tapping into the feelings of people in the past?
We do students a disservice when we distance them from historical experiences through detached instruction.
At Studies Weekly, we live by the motto: “Standards Inform, Stories Inspire.” We wholeheartedly believe that sentiment. While all our curriculum is based on rigorous national and state standards, we present that curriculum to students through the power of stories.
Because we believe, and research proves this, that true learning involves emotion, not rote memorization of facts and figures. As noted in a Psychologist World article, “emotionally charged situations can lead us to create longer lasting memories” of events.
If we want our students to truly learn from the mistakes and triumphs of the past, we need to ensure they experience the emotions of those events.
“The need to belong, the desire to be understood, the instinct to understand — these are all universal human emotions that do not fade with time, vary across generations, or stop just because you’ve got algebra to teach. They lord over a student’s mind constantly, and require more than a little bit of ‘social and emotional learning’ — they require emotion at the core,” said Terry Heick, founder and director of TeachThought, in an October 2017 post.
Just as students need to belong and be understood in the classroom, they can see these basic human needs in the past. Are students delving into these universal emotions as they learn history?
For example, are they discovering the stories behind why an individual fought for the North or the South in the American Civil War? Or are we just emotionlessly requiring them to memorize the dates and locations of battles and their military outcomes?
For those who lived those battles — and the many battles that followed — the dates mattered less than the sights, sounds and smells of gunpowder, smoke and death. Location mattered only in that it was the last place they saw a fellow soldier alive.
This is why Studies Weekly relies so much on primary sources.
Good Primary Sources Draw Students into the Story
“Primary sources allow us to discover important details about horrific events of the past, especially the often-overlooked human response,” Lee Ann Potter, director of educational outreach at Library of Congress, in a 2011 Social Education article.
For many students today, World War II is a distant war fought on a distant land. But for people like Jack Tueller, it was where he lost many friends, but also found a strength within himself he didn’t know was there.
For many students today, the Holocaust was an atrocity that no one can comprehend happening today. For Noemi Mattis, it was an era that ripped family and friends apart.
For many students today, the Civil Rights Movement was a major achievement that struck a major blow to racism. For those who lived that era and fought for equality, it was a time of fear and violence, but also strength and solidarity.
Studies Weekly centers much of its instruction around these and other types of primary sources so students will feel and experience history, not just read about it. So they will understand multiple perspectives of events from those who were there.
So they will see something within themselves in the stories of both ordinary and heroic history makers, and realize their own place in today’s society.
To learn more about teaching with stories and primary sources, visit Teaching with Primary Source in Social Studies.
We are all part of a digital world, but sometimes internet interactions bring out the uglier side of humanity.
Today, there is a profound need for digital citizenship education.
As part of the social studies curriculum, educators already teach children citizenship in our nation. In prior generations, this teaching included how to function in the public sphere and the local community, and how to fulfill civic duties.
But because the internet now connects our entire globe, we all are also citizens of the world. Thus, instruction today must include digital citizenship.
As Richard Culatta, CEO of the International Society for Technology in Education, explained in a speech last year, digital citizenship is not the same as teaching children online safety.
“Digital citizenship is not a list of don’ts, but a list of dos,” he said at the 2018 ISTE Conference & Expo in Chicago.
Culatta outlined four of those dos, and encouraged educators to incorporate them into their instruction.
1. Digital Citizenship is using technology to make your community better.
We all, hopefully, have seen examples of this. From the teenager in a Utah school who created a social media account to highlight and compliment random students from his school, to the many amazing apps now available to help people with disabilities — many, many people use technology to improve society.
High school teacher Douglas Kiang shared another example of this in an ISTE article. He noticed his students weren’t really connecting as a class, so he created a classroom Minecraft server. He assigned them to play the game together.
Before even tackling this assignment, the class created initial rules to govern their communal gameplay. From this, they learned valuable lessons about translating the citizenship rules that govern face-to-face interactions into a digital community. As the gameplay progressed, students gained in-depth knowledge about how laws and societies work.
“I just realized something. In the beginning, we had a hard time coming up with rules because no one knew what was going to happen. Now I think that laws only exist because someone at some point in the past did something before it was a law,” one student told Kiang after a classroom discussion.
The play encouraged problem-solving, and in-person debate and discussion. Overall, Kiang felt it was a powerful community-building experience.
“The power of Minecraft as a catalyst for learning is in its ability to involve students in creating a shared world together, in all of its intricacies and challenges and difficult conversations. Good teachers are at the heart of this process, not just for providing a powerful learning environment to students, but also for helping them create meaning from the challenges they face and the choices they make. This teaching can take place when the laptops are closed, face to face. As students become better citizens in the virtual world, so will they develop powerful skills for negotiation and compromise that serve them well in the real world,” he concluded.
2. Digital Citizenship is respectfully engaging with people who have different beliefs from ours.
From some reason — possibly because we can hide behind a username — we may find ourselves saying something nastier or meaner online than we would in a face-to-face discussion. This seems especially true in online political discussions and debates.
But through digital citizenship instruction, students learn that those “anonymous” posts have real-world consequences. And arguing with someone online rarely, if ever, changes their mind — all it does is isolate and divide the participants, stymying real solutions.
Common Sense Media has some great suggestions for teaching respectful digital citizenship at each grade level.
3. Digital Citizenship can shape public policy.
Culatta shared the power of social media in connecting with government representatives.
“If we only teach students that the way they interact with their elected officials is by writing a letter to the senator, then we should not be surprised when they don’t think to turn to social media as a tool to make sure their voice is heard,” he said. “If we only teach students how to organize people around a good cause in a physical space, we should not be surprised when their devices are used only for entertainment.”
As an example of this, he pointed to No One Eats Alone, a digital inclusion project targeted to bringing middle school students together at lunchtime.
“And of course, we’ve all seen recently the power of the students from Parkland, Florida, who used their voice to change the conversation. And change a national dialogue, because they knew how to be good digital citizens,” Culatta added.
4. Digital Citizenship is discerning the validity of online resources.
In a world where anyone can put up a website, Culatta said students need skills to distinguish fact and fiction. For example, a professor created a legitimate-looking website with “factual” information about the endangered Pacific Northwest Tree Octopus. He did this to see how many students in case study believed the “facts.” Culatta said only one student questioned the validity of the source.
“Our ability to recognize truth from fiction is essential to our survival as a society,” Culatta said. “We have to evolve and develop new skills for distinguishing truth from fiction. These new skills don’t just happen, they have to be taught.”
Again, Common Sense Media has some great grade-level-appropriate lesson plans for teaching digital literacy.
As our world becomes ever more digitally connected, the need for good digital citizens rises. Parents and educators can lead the way in teaching these skills.
“Teaching digital citizenship means embracing the reality that we’re all interconnected through the Internet, and that we therefore need to understand the responsibilities and risks that come with life online,” said Kristen Hicks in a 2015 Edudemic article.
Digital citizenship both protects and empowers us and our children.
You asked, we listened.
The Studies Weekly online platform is now integrated with Google Classroom!
Now, with just a few clicks, you can assign articles, images or videos to the entire classroom. The Google Classroom integration works with our entire platform, making your job smoother.
David Bagley, Studies Weekly vice president of sales, explained that many teachers across the nation use Google Classroom, and have been asking for this integration for some time. He’s very excited Studies Weekly can offer this to teachers.
“The best part of this integration is that it allows teachers the flexibility of reaching so many students instantly and to track progress, go paperless in the classroom, and communicate with both parents and students. And it works with any device,” Bagley said.
You will now see the Google Classroom icon on the Studies Weekly platform, and it works individually with every digital source. Teachers can assign a single video, image, article or assessment to students’ classroom. For extension activities, teachers can customize assignments and pull in other media from the platform as well.
To connect your Studies Weekly account to your Google Classroom, your students’ Studies Weekly usernames must be their Google Classroom email.
For those that want to use the integration now, you will need to log in to your account and manually change your students’ usernames to their Google Classroom email.
1. Select your classroom in the Studies Weekly platform
2. Navigate to edit each student
3. Edit the student’s username
At the beginning of each school year, your auto-rostering program can link both platforms, but make sure to check this username requirement for all students.
How to use the Integration
1. From an article, navigate to the Google Classroom Icon in the corner.
2. Click on it, and select the Classroom you are sharing it to, and the action from the Classroom options. Click “Go.”
3. Add your own notes, points, due date, etc. Click “Assign.”
4. The assignment shows up in your students’ Classroom stream.
Assigning Specific Sources
You can also assign specific audio, images or videos from an article, or search for them and assign them individually. To do so, simply look for the Google Classroom icon on each source.
Of course, all Assessments, Crosswords and Mispilled are integrated as well.
Sign on to your account at Studies Weekly online, and let this new integration save you time and sanity!