Model and instruct students to meaningfully interpret large amounts of complex information and communicate and share across various media platforms addressing the best practices for fair use, copyright protection and creating original works.
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Our educational context today is drastically different than it was at the turn of the century. And, unfortunately, those changes have not all been positive. NCLB, enacted in 2001, was built upon deficit beliefs about culturally and linguistically diverse students. Ironically, the high stakes testing that was branded as a policy to help our most vulnerable student populations, has done the opposite. Over the last 17 years, there has been wide-spread adoption of regressive, scripted curriculum, particularly in schools that serve diverse students. We are witnessing how these programs are growing disengaged, dependent learners and increasing inequities in access to high-quality teaching and learning.
Share an experience of yours with scripted curriculum. Identify the challenges and opportunities which it provided to your learners. Try this with student computers to monitor them. Discussion Prompt Schools across the nation are working hard to keep students, teachers, and staff safe beyond the COVID 19 pandemic. However, many schools are wondering whether the Family Educational Rights and Privacy Act (FERPA) allows them to disclose information about cases of COVID. School districts, and schools are continuing to face questions about disclosing COVID19 cases. What types of information does your school district allow you to disseminate in regards to student health in your school?
-DISCUSSION Learning Resources
Respond to the Assignment prompt with a 3 minute (max) video or podcast using a recording tool, or any tool to create a no more than a one page digital poster, interactive images, or any type of engaging presentation identifying how you have demonstrated competency in promoting and modeling appropriate data privacy practices. -ASSIGNMENT: Watch my Powtoon: W3 Data Privacy Practices-J.Tsu Link 1: "Data Protection and Privacy: 7 Ways to Protect User Data" (cloudian.com) The article discusses seven essential ways to protect user data in the context of data protection and privacy. These practices are not specifically focused on educators, but they can be applied to various industries, including education, to promote data privacy. The seven ways are as follows:
The provided link leads to the Student Privacy website, which focuses on safeguarding student data in educational settings. It provides guidance and resources for educators to promote and model appropriate data privacy practices. The website emphasizes the importance of protecting student data and maintaining trust with students, parents, and the community. It highlights the following key aspects of data privacy practices for educators:
Both sources emphasize the significance of education and training as a fundamental aspect of promoting data privacy practices among educators. By providing proper training and awareness programs, educators can learn how to handle sensitive data, understand legal requirements, and ensure compliance with data protection regulations. Additionally, communication plays a vital role in maintaining trust with students, parents, and the community. Educators must be transparent about data privacy policies and practices, explaining to stakeholders how student data is used and protected. Furthermore, the implementation of secure data systems and access controls, as mentioned in the first link, aligns with the need to safeguard student data, as emphasized in the second link. By adopting proper data encryption and access restrictions, educators can mitigate the risk of unauthorized access and data breaches, protecting sensitive student information. Ultimately, as an educator, promoting data privacy involves a combination of technical measures, adherence to regulations, transparent communication, and continuous training to ensure that student data remains secure and confidential. Discussion Prompt
Courses designed with strong social learning overtones will optimize and diversify peer communication and collaboration. Structured discussions, groupwork, peer review, and background “watercooler chat” combine to create a rich and holistic social learning experience. Physical learning spaces are flexible enough to support social learning workflows naturally. By comparison, many online learning spaces seem limited, unfamiliar, and awkwardly compartmentalized. Please share ideas you have to create social networks in online settings that mirror strong social learning overtones in face to face settings. If I wanted to create a strong online setting that gave students the opportunity to socially network like in the classroom I would do a few things: GETTING TO KNOW YOU: 1. Make sure that students were given the opportunity to get to know their classmates in short morning meetings at the beginning and end of class. At the beginning I would do some question games like “This or That” or “Would you Rather,” or “All my friends who…” These would allow us to get to know each other better. Then I would end the class with one of those or with student reflections about their learning, questions they still have, and things they learned. WHO CAN I GO TO? 2. I would create a page they could access to share examples of work, ask for help, offer help, and ask questions, somewhat like a parking lot in the regular classroom. I FEEL SO ALONE…. 3. When working on projects, I would give time during online class for students to collaborate in breakout rooms to solve and answer questions or to work on projects. Online learning can feel so alone and this would give them time to work through issues. Learning Resources
Respond to the Assignment prompt with a 3 minute (max) video or podcast using a recording tool, or any tool to create a no more than a one page digital poster, interactive images, or any type of engaging presentation identifying how you have demonstrated competency in empowering students to recognize and appropriately respond to inappropriate or dangerous online interactions. -ASSIGNMENT Link 1: "Tools for Keeping Children Safe Online" (schools.nyc.gov) The link provides information on various applications and platforms used in digital learning to ensure the safety of children online. The focus is on empowering students to recognize and appropriately respond to inappropriate or dangerous online interactions. The tools and resources mentioned aim to create a safe online environment for students and provide support in dealing with potential online risks. While the specific tools are not mentioned in the summary, they likely include web filters, monitoring systems, and educational resources on digital citizenship and internet safety. Link 2: "Jumpstart Lesson 4 Day 1 - Safe Online Talk" (louisianabelieves.com) The document appears to be part of a lesson plan series called "Jumpstart" with a particular lesson focused on safe online communication. The lesson aims to teach students about appropriate online interactions, including recognizing and responding to unsafe situations. It likely includes discussions on identifying warning signs of dangerous online behavior, understanding the importance of privacy, and strategies for staying safe while communicating online. Empowering students to recognize and appropriately respond to inappropriate or dangerous online interactions: Both links share a common goal of promoting online safety for students and empowering them to navigate digital spaces responsibly. By providing tools, resources, and lessons, educators and schools can help students develop the necessary skills to protect themselves while using the internet. Here's how they achieve this:
Regenerate response Discussion Prompt
Introducing our learners to being more empathic (more upset when others are treated unfairly) and more “future-oriented” (more aware of how decisions impact their future) predict a host of important civic behaviors and attitudes: volunteering; helping friends, family, and neighbors; valuing political involvement (e.g., keeping up with current events and taking part in rallies); engaging in environmentally conscious behaviors; demonstrating social responsibility values; and prioritizing other civic skills like listening and summarizing conflicting views. In other words, students with certain SEL skills also seemed to be more oriented toward social, community, and political issues. How have you addressed these opportunities and actions with your learners in your instruction? -DISCUSSION: Learning Resources Competency Demonstration Respond to the Assignment prompt with a 3 minute (max) video or podcast using a recording tool, or any tool to create a one page (max.) digital poster, podcast, interactive images, or any type of technology demonstrating competency in creating positive online experiences for students that foster responsible contribution and empathetic engagement. -ASSIGNMENT |
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