The Rationale
The rationale for this lesson stems from the need for all students in elementary classrooms – and beyond – to familiarize themselves with the term ‘digital citizenship’. As more and more students and schools use technology in the classroom, it is vital that guidelines and safe usage protocols become inherent in any educator’s lesson planning. Although the content of this lesson is important, so to is the way in which it is delivered. Huang (2002) explains that instructors should incorporate more aspects of constructivism by designing and facilitating high quality, learner-centered environments that are interactive, collaborative, and authentically situated.
By incorporating the 7 guiding principles of constructivism, taken from the BCIT Learning Resource Unit (2003) these authentic and collaborative practices which Huang describes can be applied in a holistic and organized way . The Learning Resource not only outlines the major influential minds that shaped constructivist thought, but encapsulates how to go about applying constructivist ideals when creating learning engagements for the classroom. The 7 principles are a summation of what ought to be included when creating constructivist lessons. Moreover, they are a guide to aide with the inclusion and application of constructivist ideals.
The 7 guiding principles paired with the Grade 5 Digital Citizenship Lesson
1. Construction of knowledge
Instruction focuses on developing the skills of the learner to construct their ideas on what it is to be a good digital citizen. Through group and class discussion, as well as timely questions, students will have opportunities to make greater sense of the issues and implications of being a citizen online.
2. Process, not product
The goal of this lesson is to convey the importance of generating a list of rules or guidelines in which to behave while participating online in the classroom. By no means is there a set list of instructions and the end goal is to realize the importance of communicating and collaborating to achieve an outcome. Although in the end the expectation is to have a list of rules, it is up to the student groups to generate this list collaboratively.
3. Multiple perspectives
Students will have opportunities through group work to construct multiple perspectives on this issue and evaluate those perspectives that may differ. By being given the opportunity to identify the shortcomings as well as the strengths students can then adopt the perspective that is most useful,
4. Situated cognition
As the task is important and authentic, the meaning behind the task becomes more genuine and real for the students. Drawing on their prior experiences will invoke knowledge construction, as well as connect the learner more meaningfully to the task
5. Reflexive cognition
The learner will have to utilize communication skills in order to be successful in this task. The reflexive nature of classroom and group discussions lends itself nicely to this constructivist feature. As well, students will not simply be remembering information, but forming opinions and thoughts based on what they believe to be important in fostering a positive classroom community. The focus is on developing skills of reflexivity and metacognition as the students build a set of criteria to use throughout their time in the classroom.
6. Cognitive apprenticeship
The role of the teacher is one of facilitator, who may need to prompt students with timely questions, or model certain communication skills necessary. Scaffolding, in the form of graphic organizers and handouts will enable students to perform the authentic and expected task.
7. Process-based evaluation
In this constructivist learning-based lesson, evaluation of the student will examine the thinking process. It will center on the perspective that each student develops, the ability to defend that opinion when asked, and the student’s ability to share and present their findings with the class, either through a performance-based scenario or reflective journal entry. This is fundamental, as the ability for a student to think about his/her thinking and justify them is crucial.
To link to the Learning Resource Unit please click HERE