ISTE Standard #6

Standard 6: Facilitator
Educators facilitate learning with technology to support student achievement of the ISTE Standards for Students.

Indicator b: Educators manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field.


Kansas Standards for English Language Arts
RI.8.2 - Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

RI.8.3 - Analyze how text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

W.8.2 - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

DESCRIPTION

In the state of Kansas, typically during their 8th grade year, students learn about the Holocaust in their ELA class.  This nine-week unit covers the history of the Holocaust, survivor stories, lessons on empathy and tolerance, and various forms of non-fiction texts.  Specifically during this unit, students examine World War II and Nazi Propaganda.  However, before students can analyze and interpret propaganda seen during WWII and the Holocaust, students must have an understanding of what propaganda is and how it is used, which is covered in the following lesson.

This is an 8th grade blended ELA lesson using a station rotation model that could be used during this unit, which provides the teacher the opportunity to facilitate and include higher learning technology integration.  Students in the class are 1:1 with their own Chromebook device, which allows for easy technology integration without the need of devices set out at each station.  Students will bring their Chromebook with them to each location.  This lesson will take place over the course of three class periods in order to allow each student a chance to rotate through the three stations: Small Group Instruction, Collaborative Learning, and Individual Work.  Each day, students will have between 30-40 minutes in their designated station.  Station groups will be determined by the teacher prior to the start of the lesson, based on their level of reading, and consist of 7-10 students.

The teacher's role will begin with Whole Group Instruction at the start of the lesson.  Then she will move to work with students in the Small Group Instruction station.

8th Grade ELA - Propaganda Lesson

The lesson will begin with the teacher informing students they will be learning about propaganda, what it is, the different techniques, and examples of its use.  She will project for the class a copy of the news article from NewsELA titled, How propaganda works.  With students following along on the screen, the teacher will conduct a first read through with the class.  After the initial read through, students will break into their station groups.

Small Group Instruction:

*Prior to the lesson, the teacher will assign students the news article, appropriately leveled according to their reading ability.  This a feature that can be done by the teacher within NewsELA.
This station is led by the teacher.  At the start of the activity, students will be instructed to log in to their NewsELA account on their Chromebook device.  Once logged in, students will access the news article for a second read through.  During the read through, students will use the annotating tool to highlight words they do not know in RED, and details that contribute to the main idea of the article in YELLOW.  After completing the second read through, the teacher will work with the students on identifying the meaning of the unknown words, if needed for context of the article, and discussing the main idea of the article.  Students will end the activity by writing a short summary of the article and completing a "Fist to Five".  

For the "Fist to Five," students rate their understanding of the material by holding up a fist or finger(s).  Fist = had difficulties or were unable to get in sync with the rest of the group.  Five = they felt successful and are ready to transition to the next station.  A "Fist to Five" allows the teacher to quickly assess student understanding and see if there is anyone that may need some additional support.

Collaborative Learning:

At this station, students will select a card with a propaganda technique listed on it.  With a partner, students will research/look up examples of propaganda which uses their chosen technique.  As an extra challenge, students may find one example of WWII or Nazi propaganda that fits the technique.  The pair will use the examples they found to create a Padlet with images and text.  Their Padlet must include: what the propaganda technique is, at least 5 examples (images/posters), and how the image/poster fits the technique.  Students will be able to turn in their completed Padlet by submitting a link through Canvas (LMS).

As an extension to this activity, students could create their own propaganda poster using their selected technique.

Individual Work:

Students in this station will start by watching a short Introduction to Propaganda video as a way to review the concept.  Afterwards, they will log in to their Canvas (LMS) account to answer the writing prompt from the NewsELA article.  Students will answer the writing prompt by typing their response as a Text Box Entry in Canvas.

Writing Prompt: Examine the images included in the article.  Using appropriate vocabulary from the article, explain how the images in the text are connected to the information in the article.  

At the end of each day, students will complete a brief exit ticket by filling out a Google Form about their day's learning.

ANALYSIS

In previous years, when teaching students about propaganda, it was typically in a lecture-based format followed by a group-based practice activity.  With that method, I was able to walk around the classroom and gauge how students were grasping the concept through observations and work progress, but it could be better.  By using the station rotation model of blended learning, students are able to read an article (non-fiction/informational text) assigned at their reading level, work with the teacher and ask questions when unsure about what they are doing, collaborate with peers, and demonstrate their understanding through writing with evidence, all while integrating technology in a manner that adds to their learning experience.  In the previous format, students were not looking at informational text and responding to it in the same way as they can through the station activities.  By setting up clear expectations and directions at each station, the teacher is facilitating the use of technology without always having to be right next to the student or walking the entire class through together at the same time.  This leads the students to be more independent thinkers and problem solvers.  By dividing the students into smaller (station) groups, they are able to work more closely to a pace that works for them as an individual learner, rather than the pace of the whole class. 

At the end of each day, having students use the Google Form to submit their learning experience for the day, I am able to see at a quick glance any misconceptions students may have that should be addressed the next day, and also see where students are excelling and struggling.  I was not able to do this as efficiently in the previous instructional method by lecturing and walking around observing.

Integrating technology into student learning is how our current generation of learners want to learn.  Videos, surveys, and activities completed online are all around them in their daily lives, and what they are used to.  Bringing the videos, surveys, and activities into the classroom brings up the level of familiarity and engagement.  I find it to be a powerful tool when we can incorporate learning styles and methods that work best for them.

REFLECTION

While I have not taught this exact lesson, I am eager to try a new method of blended learning.  When planning lessons and thinking about which method of blending would work well, I have a tendency to default to a flipped classroom approach.  By approaching this lesson with a focus on stations, I like the idea of 1) working with a small group of students each day, and 2) being able to have students working on different skills and practice activities at the same time.  In order to help me continue to improve the lesson, I plan to have students fill out a quick survey regarding the format of the stations.  I could eventually see myself adding a fourth station into this rotation; one that would include a learning game (such as Kahoot! or Quizizz) to practice the concept.  Being that I work very closely with my ELA teaching partner, it will be nice to get her feedback on the lesson and input on how we can incorporate a station rotation, or other form of blended learning, into future lessons.