How Will Assessment And Instruction Be Organized For Learning? | Ophea Teaching Tools

    How Will Assessment And Instruction Be Organized For Learning?

    Lesson 1: Chat Room Ethics

    By the end of this lesson, students will be able to

    • use adaptive, management and coping skills to identify and describe how to use people and supportive services that can assist them when their online safety is being threatened (e.g., cyberbullying);
    • demonstrate the ability to deal with threatening situations by applying decision-making, assertiveness, and refusal skills to deal with pressures pertaining to cyberbullying;
    • express opinions about netiquette and cyberbullying and support their opinions using examples from the Connect[ED] video;
    • explain how a person’s online actions, both positive and negative, can affect the feelings, stressors, self-concept, emotional well-being, and reputation of themselves and others when examining different responses from different points of view; and
    • apply critical and creative thinking skills to reflect on a piece of media, it's purpose, audience, point of view.

    Health and Physical Education - 1.2, 1.3, C1.1, C2.2, C2.4, C3.2
    Language: Media Literacy - 1.1, 1.3, 1.5

    Know before you go

    Checkpoint 1

    Are students able to identify people and support services that can assist them when their online safety is being threatened?

    • Connect[ED] Teacher Resource 2: Exit Card Checklist

    Checkpoint 2

    Are students able to discuss when it is important to seek further assistance when online?

    • Connect[ED] Teacher Resource 2: Exit Card Checklist

    Checkpoint 3

    Are students able to make informed decisions and communicate effectively when faced with situations and peer pressure?

    • Connect[ED] Teacher Resource 3: Anecdotal Recording Chart

    Checkpoint 4

    Are students able to explain how a person’s online actions, both positive and negative, can affect others?

    • Connect[ED] Teacher Resource 3: Anecdotal Recording Chart

    Checkpoint 5

    Are students able to express opinions about netiquette and cyberbullying and support their opinions using examples from the video?

    • Connect[ED] Teacher Resource 3: Anecdotal Recording Chart

    Checkpoint 6

    Are students able to reflect on the Connect[ED] video and recognize its purpose, audience and main points of view?

    • Connect[ED] Teacher Resource 3: Anecdotal Recording Chart

     

    Lesson 2: Cyberbullying and Harassment

    By the end of this lesson, students will be able to:

    • communicate effectively and apply decision-making, assertiveness, and refusal skills to deal with pressures pertaining to cyberbullying;
    • explain how a person’s online actions, both positive and negative, can affect the feelings, stressors, self-concept, emotional well-being, and reputation of themselves and others when examining different responses from different points of view; and
    • apply critical and creative thinking skills to reflect on the point of view presented in a piece of media.

    Health and Physical Education - 1.3, C1.1, C2.2, C2.4, C3.2
    Language: Media - 1.5

    Know before you go

    Checkpoint 1

    Are students able to communicate effectively and apply decision-making, assertiveness, and refusal skills when faced with challenging situations and peer pressure?

    • Connect[ED] Teacher Resource 3: Anecdotal Recording Chart

    Checkpoint 2

    Are students able to explain how a person’s online actions, both positive and negative, can affect others?

    • Connect[ED] Teacher Resource 3: Anecdotal Recording Chart

    Checkpoint 3

    Can students reflect on the ability of a piece of media to present a balanced point of view?

    • Connect[ED] Teacher Resource 3: Anecdotal Recording Chart

     

    Lesson 3: Privacy, Cyberstalking and Harassment

    By the end of this lesson, students will be able to:

    • identify and describe the people and supportive services that can assist them when their online safety is being threatened;
    • identify and describe when it might be important to seek adult intervention or further assistance;
    • communicate effectively and apply decision-making, assertiveness, and refusal skills to deal with pressures pertaining to online situations e.g., cyberstalking and luring;
    • explain how a person’s online actions, both positive and negative, can affect the feelings, self-concept, emotional well-being, and reputation of themselves and others when examining different responses from different points of view and display them in a brochure;
    • identify how to present a balanced point of view in a media text; and
    • describe in detail the main elements of a brochure and identify the conventions and techniques used to help convey meaning and influence or engage the audience.

    Health and Physical Education - 1.3, C1.1, C2.2, C3.2
    Language: Media - 1.5, 3.4

    Know before you go

    Checkpoint 1

    Are students able to make good decisions and communicate effectively when faced with difficult situations (e.g., cyberstalking, luring) and peer pressure?

    • Connect[ED] Teacher Resource 3: Anecdotal Recording Chart

    Checkpoint 2

    Are students able to explain how a person’s online actions, both positive and negative, can affect others?

    • Connect[ED] Teacher Resource 3: Anecdotal Recording Chart

    Checkpoint 3

    Are students able to identify how to present a balanced point of view in a media text?

    • Connect[ED] Teacher Resource 3: Anecdotal Recording Chart

    Checkpoint 4

    Are students able to communicate key points (i.e., definitions, people who can help, how to effectively deal with unsafe online situations, statistics, making good decisions online) about netiquette and cyberbullying when planning their brochure?

    • Teacher observations of the netiquette and cyberbullying content included in their Brochure Planner
    • Peer Feedback

     

    Lesson 4: Creating a Brochure

    By the end of this lesson, students will be able to:

    • identify and describe the people and supportive services that can assist them when their online safety is being threatened;
    • identify and describe when it might be important to seek adult intervention or further assistance;
    • communicate effectively and apply decision-making, assertiveness, and refusal skills to deal with pressures pertaining to cyberbullying;
    • explain how a person’s online actions, both positive and negative, can affect the feelings, self-concept, emotional well-being, and reputation of themselves and others when examining different responses from different points of view and display them in a brochure; and
    • develop a brochure to help convey meaning and influence or engage the audience.

    Health and Physical Education - 1.3, C1.1, C2.2, C3.2
    Language: Media - 1.5, 3.4

    Know before you go

    Checkpoint 1

    Are students able to effectively plan and lay out the key points (i.e., definitions, people who can help, how to effectively deal with unsafe online situations, statistics, making good decisions online) when using the Brochure Planner to convey messages about cyberbullying and netiquette to their intended audience?

    • Student-Teacher Conferencing

    Checkpoint 2

    Are students able to illustrate the main elements of a brochure when creating an informative brochure about Netiquette, Cyberbullying and Cybersafety for a specific audience?

    • Connect[ED] Teacher Resource 4: Netiquette, Cyberbullying and Cybersafety Brochure Rubric