Now that educators can conduct classes in a blended format, we need to begin talking to students about appropriate commenting and replies! As educators, we are faced with the realization that students might post things we hope they won’t. This can be scary. But it doesn’t have to be if we think about how students learn–by doing. So let’s teach our students to take ownership of their digital interactions.
Helping Students Take Ownership
The best way to get students thinking about digital citizenship is to have them take ownership of the process and ideas. We can do this–even from home!
As an example, when school is in session, I start the year in an engaging way by having students work collaboratively to create our class Acceptable Use Policies (AUP). This meaningful communal activity involves critical thinking, relationship building, communication, and collaboration. Because students come up with the guidelines together, they follow them with more fidelity, and when needed, they naturally police themselves. It really is a thing of beauty.
To Begin This Student Ownership Process – Start with Questions
Teachers should present an age-appropriate practice scenario and ask students to think about questions like :
- What does it mean to be kind?
- What does it mean to be kind online?
- What can happen if someone is not kind online?
- How can students be kind and add value to our digital conversations?
- What are the best ways to respond to another student?
- How can we add value in our responses?
- Does it help you to practice or think about what you will say first?
- When is a response too long, when is it too short -and when is it the perfect amount? How do we know? Can you find examples of each?
Teachers can pose these questions during a class discussion early in the year. If those are not your tool of choice, consider creating topics in a Flipgrid Digital Citizenship Grid or an Activity in Seesaw.
We Can Build This Uplifting Atmosphere
Students need to explore and think about their responsibility as good digital citizens. To do that, use an exploratory text set that allows them to explore content and think about it as they move across examples.
Here is a HyperDoc Exploratory Set you can take and make your own.
In this Hyperdoc, students watch videos, look at other student-created examples. They explore the concept of kindness, mutual respect and appropriate commenting and replies. They end by creating their own graphic that they will share with the class. You can customize this experience for your grade level. Make sure you make age-appropriate video choices. Older kids can–and should–hear stronger messages.
The end product asks students to create their own version of an AUP via a graphic. If they have access, they can work in a group with other students via video calls, commenting on slides, or Powerpoint. They could even create their own Sway project on digital kindness.
The learning goal is to understand how kindness plays out online.. To illustrate their thinking and understanding by creating their own graphic to support appropriate digital interactions. These can be posted in Google Classroom, Teams, Seesaw or on Flipgrid.
Get Students Thinking
The important part is to have students critically think about their online interactions and explain their thinking, so you know if you might need to help them along the kindness spectrum.
When you involve students, they will surprise you with their ability to understand the choices behind their digital interactions. Stronger, more active student voice equals greater student buy-in, and a more respectful and community-oriented learning atmosphere.
If you do modify this HyperDoc please share by posting in the Infused Classroom FB group. And add any additional information you think would help. I would love to see your versions because we are #bettertogether.