1. Using Bloom's Taxonomy and Digital Taxonomy


Creative Works Project - Students were introduced to Bloom's Taxonomy at the beginning of this unit. Each stage of Bloom's Taxonomy was explained as the different stages of the project were introduced. Bloom's Digital Taxonomy was used to help come up with web tools to use for each stage of the project. The project link was posted on our classroom Edmodo page. Students were expected to make a copy of it and save it to their Digital Literacy Google Docs collection.


Intended Audience/Age/Grade Level: 8th Grade
Curriculum Focus: Digital Citizenship
Lesson Duration: 45 minute classes / Project took approximately 4 weeks to [[#|complete]]
Unit Topic: Creative Works – Students will research creative works concepts. They will create a product using their research that can be used as a teaching tool for others.




2. Creating Pathfinders and Using Contract Grading

Pathfinder Project- One of the goals of this cross-curricular project was to cover as many characteristics of what you would see in a School of Excellence project. The pathfinder project met all of the following School of Excellence characteristics:
  • Student Driven
  • Interactive
  • Cooperative Learning
  • Higher order thinking
  • Evaluation process must be meaningful and systematic
  • Cross-curricular (collaboratively)
  • Variety of assessments (developed collaboratively with clear student objectives)
  • Real life applications (contract grading)

Students were introduced to contract grading before we started this unit. Students contracted for an A, B, or C grade. The project covered numerous skills and covered several digital literacy and guidance essential outcomes.


Student pathfinder examples

- This is the template that we used for the contracted B grade project.

Pre-Test Link - This is the link to the pre-test that all students took before we started discussing cyberbullying



*Essential Outcomes for Digital Literacy & Citizenship:
-Understand how to evaluate information and sources critically
-Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others
-Explore both the negative behaviors to avoid and positive behaviors of online relationships that support collaboration and community
-Research: Students [[#|apply]] digital tools to gather, evaluate, and use information
-Students use critical thinking skills]] to plan and conduct research, [[#|manage projects]], solve problems, and make informed decisions using appropriate digital tools and resources
-Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others
-Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology

*Essential Outcomes for Guidance:
-Students will be able to explain the roles, consequences and resolutions of cyberbullying
-Students will be able to identify individual learning styles to contract for a particular project
-Students will work collaboratively with group members each day of the project.
-Students will use organization, problem solving and time management skills to complete project independently and on time.

Characteristics of Effective Instruction that were addressed with this project:
Student Centered Classroom
Teaching for Understanding
Assessment for Learning
Rigor and Relevance
Teaching for Learner Differences


Intended Audience/Age/Grade Level: 8th Grade
Curriculum Focus: Digital Citizenship and Guidance
Lesson Duration: 45 minute classes / Project took approximately 4 weeks
Unit Topic: Cyberbullying – Students will research cyberbullying and engage in project based learning. Students will create a project based on their contracted grade that can be used as a teaching tool for others to learn more about cyberbullying.



3. Using Blogs in the Classroom


Character Blog Unit - This unit is an example of doing a web search and modifying the findings to meet the needs of my own classroom.

Students are introduced to blogging after completing a novel unit. They complete a Web Quest in order to become familiar with the elements of a good blog. They are asked to consider the Iowa Core Literacy Characteristics (learned in a previous unit), blog from the viewpoint of a favorite character, and critique peer work. A rubric is given to students at the beginning of their projects so that they are aware of the grading requirements. They are asked to use the rubric to grade themselves and make corrections before having a peer review.