GLP Site Content

Who:

The primary users of this GLP website are going to be the students participating in the project along with their collaborating teachers. Administrators and parents are more than welcome to access the portal to follow up on the activities the students are participating in. In order to be successful in the project, students must have basic knowledge of internet browsing, word processing, power point, and simple video editing. In this project students might interact with other students across the world, working together to make a change in society by spreading the word to stop bullying. I am a new teacher who personally has a scar in his life left by bullying and who in the recent raise of anti bullying movements wants to puts his grain of sand to help build a better world. What:

A Global Learning Project (GLP) is a project in which collaboration with other classes is essential. With the use of technology such as the internet, students interact and collaborate together from different places in the world for a common goal. In the case of our project “Stop the Hate”, our goal is to create and spread a message of awareness to stop bullying across the world. If you are ready to be part of a better world and you want to become an agent of change you should participate in this project. This project will provide you with the knowledge necessary to stop, prevent, and provide help to victims of bullying. By being part of this amazing project you will gain social skills and also will help you become and ambassador of such an important cause. To be able to participate in this project you would need to have access for you and your classmates to computers and connection to the internet. Also, those computers need to have a word processor program, a presentation program like Power Point, and a video editing program like Windows Movie Maker. You will also need access to a video and audio recording device. Because this project targets a universal issue, the academic standards behind it are based on the United States Common Core Standards for Education and ISTE Standards. The project targets all four language arts (listening, speaking, reading, and writing), making it easier to have teacher outside the US to accommodate the project to their standards. You and your teacher should have knowledge of your school technology support policies and request permission to our portal if by any chance is blocked on you school server. In the end, this project will provide you with many social, academic, and 21st century skills. The interaction with other students across the world will expose you to cultural diversity and will clear misconceptions about different cultures. When:

This project will be held annually on October as part of the National Bullying Prevention Month as an added resource to raise awareness in schools. Where:

This GLP started as an idea in Puerto Rico and it took shape in California. Where is implemented it would depend on the participants and their partners. This website will provide all the instructions and guidance you will need to execute the project. Participants are going to interact with each other and change experiences through a forum. Why:

Through the years, bullies and the act of bullying has been seen as a rite of passage. All the pain and suffering many kids suffer growing up got to a point where society finally noticed how wrong it was and it’s trying to fix the issue. This project was created with the idea of providing some tools and skills that will help in the fight against bullying by creating a conscience message of hope. Participants join this project because they want to become agents of change. They have been through bullying or have witness someone gone through it and felt helpless. This is why this project is important for teachers and students alike. For teacher is a way to incorporate curriculum into a powerful activity. For students is a way to gain skills, practice their writing and speaking, use technology, and spread a message of hope. Students would rather work in a group on this topic than alone. Mostly because they are or have been victims of bullying and are not ready to confront this type of subject discussions alone. Global collaboration becomes a forum for expressions that provides acceptance and sympathy from others around the world. This make students understand that they are not alone and they can relate to others across the world. How:

The collaborating teacher would try to connect with other classes that would like to participate on this project. Global learning is going to be held in the portal’s forum and media hub. Student’s work is going to be published there so others can share it and vote for the video of the year. Collaborating teachers will get support from their school, community, and project coordinator. In order to make this project work the participating classes need to be totally engage willing to collaborate with others. To be able to drive the global learning in your school you would need to get your teacher to sign up to participate in the project. After signing up, teacher must look for a partner or work alone as a class. Nevertheless, the technology for this project needs to be accessible.

BWD Stage 3: The Dangers of Stereotypes

Unit Topic: The Dangers of Stereotypes

Subject: English Language Arts 10^th Grade

Time Frame: 3-4 weeks

Stage 3:

Learning Events:

·         Students, divided in groups, will name 5 different labels or “clicks” that they identify around school and they will be written down on 5 different poster boards across the room. The groups will rotate around the room writing adjectives that they think describe those labels. The teacher will prompt the students to find out if those adjectives and labels are fair and true. Students will discuss why people tend to label others, providing personal insight to the discussion. Then the teacher will introduce the topic of stereotypes, providing a definition to the act they just did on the activity held. (M)(A)

·         Students, working on a similar activity will name 5 different stereotypes based on race and ethnicity. (M)(A)

·         Students will watch a video in which they will be introduced to racial stereotypes in media. Students will discuss on what consequences can come from using biased stereotypes. For homework, students will spend one hour watching TV and will list all the racial stereotypes they identify during that time frame.  (A) (M) (T)

·         Using the knowledge gain from learning about stereotypes, students will work on an anticipation guide and will annotate facts that will back up their responses. (T)

·         Students will read the short story “Little Things Are Big” by Jesus Colon and watch a video of its narration by the author.  After reading, working in groups, they will reflect in writing how dangerous is stereotyping, focusing on self stereotyping. (M) (T)

·         Students will be introduced to the story of Amanda Todd, a girl who committed suicide due to bullying. (A)(M)(T)

·         Students will create written pieces, individually and in groups, in which they will reflect on the topics of stereotyping, self stereotyping, and bullying.  They will also reflect on the consequences that bullying can bring upon somebody, like suicide. (M)

·         Students will work on a WebQuest in which they will create a Public Service Announcement for the community to prevent bullying. (A)(M)(T)

·         On this WebQuest students will learn to create a script and a storyboard to create their PSA videos. (T) (M)

BWD Stage 2: The Dangers of Stereotyping

Evaluative Criteria:

·         Human emotion and empathy

·         Interaction and Collaboration

·         Quality of end product

·         Responsibility

·         Correct  & appropriate use of written and oral language

Performance Task(s)

                Students will show that they really understand by evidence of:

·         Students will discuss the behavior of the main character; identify the point of view of the author, and the idea that shapes the development of the story in “Little Things Are Big”.

·         Students will reflect on the consequences of using stereotypes on a written paragraph.

·         Students will analyze different types of media and will recognize different types of racial stereotypes on them, recording it on a checklist. 

·         Students will create a script and design a storyboard using Power Point for the PSA they are creating.

·         Students will produce a PSA video that will send a message across to stop bullying and provide help for those facing it. 

Other Evidence:

Students will show they have achieved Stage 1 Goals by:

·         Written reflection on the consequences of stereotyping

·         Finished Script and Storyboard

·         Public Service Announcement Video is completed and presented

BWD Stage 1 Draft 1: The Dangers of Stereotyping

Stage 1: Desired Results:

Established Goals:

Common Core Standards 6-12:

Reading:

2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

6. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric

to advance that point of view or purpose.

7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both

print and multimedia), determining which details are emphasized in each account

Writing:

2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

a. Introduce a topic or thesis statement; organize complex ideas, concepts, and information to

make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., fi gures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions,

concrete details, quotations, or other information and examples appropriate to the audience’s

knowledge of the topic.

6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation including footnotes and endnotes.

Listening and Speaking:

1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

What habits of mind and cross-disciplinary goal(s)—for example, 21^st century skills, core competencies—will this unit address?

·         Critical Thinking

·         Creativity

·         Problem Solving

·         Decision Making

·         Communication & Collaboration

·         Citizenship

·         Personal & Social Responsibility

Transfer:

Students will be able to independently use their learning to…

·         Identify and stop biased stereotyping.

·         Identify racial stereotypes in media.

·         Identify and report bullying cases.

·         Understand the impact of spreading an awareness message.

Meaning:

Understandings:

Students will understand that…

·         Misconceptions could lead into stereotyping.

·         Stereotyping could lead into bullying.

·         Bullying could lead into self-harm and suicide.

·         Spreading awareness is an important key to stop bullying.

·         Using media as a forum for expression is a way to reach out to a bigger audience.

Essential Questions:

Students will keep considering…

·         Why people use stereotypes?

·         What consequences can come from using biased stereotypes?

What thought-provoking questions will foster inquiry, meaning-making, and transfer?

·         Should we judge people just for what they look like or the things they like?

Acquisition:

Students will know…

·         Who to contact to report bullying.

·         Where someone being bullied could get help.

·         The importance of tolerance and respect towards others.

Students will be skilled at…

·         Searching professional help.

·         Creating a script on its basic form.

·         Creating a Storyboard on its basic form.

·         Create a multimedia presentation.

·         Being more emphatic and tolerant to different type of persons.

BWD Draft: The Dangers of Stereotyping

In class we are currently discussing the Backward Design from "The Understanding by Design Guide to Creating High-Quality Units.  This is my first draft attempt in creating better units.

Unit Topic: The Dangers of Stereotypes

Subject: English Language Arts 10^th Grade

Time Frame: 3-4 weeks

Stage 1: Desired Results:

What should students learn as a result of this unit?

• Reason on why people tend to label others.
• Understand and reflect on the dangers and consequences of using stereotypes.
• Identify Racial Stereotypes in Media.
• Students will understand the consequences bullying can bring upon someone.
• Students will understand and share the importance of stopping bullying.

Stage 2:  Evidence:

What evidence will show that students have met he Stage 1 goals?

Students will:

• Engage in a group discussion on why people tend to label others, providing personal insight to the discussion.
• Write reflective paragraphs on the topics of stereotyping, self stereotyping, and bullying.
• Students will dedicate one hour to list how many racial stereotypes they can identify on television.
• Students will create a Public Service Announcement in which they will inform the student community on how to report, prevent, and help those facing through bullying.

Stage 3: Learning Plan

What key learning events will help students reach the goals and be successful on the assessments?

• Students, working in groups will identify 5 social clicks in school. Then they will provide adjectives that may describe those clicks. Students will be introduced to the concept of stereotypes in this activity.
• Read the short story “Little Things Are Big” by Jesus Colon and watch a video of its narration by the author.  
• Students will be introduced to the story of Amanda Todd, a girl who committed suicide due to bullying. 
• Students will create written pieces, individually and in groups, in which they will reflect on the topics of stereotyping, self stereotyping, and bullying.  They will also reflect on the consequences that bullying can bring upon somebody, like suicide.
• Students will watch a video in Discovery Education in which they will be introduced to racial stereotypes in media.
• Students will work on a WebQuest in which they will create a Public Service Announcement for the community to prevent bullying.
• On this WebQuest students will learn to create a script and a storyboard to create their PSA videos.

EdCamp LA: The Experience From the Twitterverse

Last weekend EdCamp was held in LA and it came down with a blow! Tickets were sold out and it was a Trending topic on Twitter. I was sad I couldn't attend even though I had my ticket! But even if I didn't attend personally, I did virtually. That’s part of the wonders of technology. Following the hashtag #EdCampLA I was able to follow most of the topics being discussed on the Unconference offered on the Center for Early Education in West Hollywood. Dozens of teachers came in from different places to share and gain new knowledge of what’s becoming popular on the education field.

It was amazing how many teachers engaged in twitter conversations with persons that were attending and people that didn't have the privilege of being there. They worked as the link for transferring all the knowledge that was offered there. Many different sessions were held at #EdCampLA. Some of my favorite ones were #Evernote, #ThingsThatSuck, #iosedapp, within others. On the link bellow you can access all the resources that were given out during the four different sessions held at #EdCampLa.

EdCamp LA

For me one of the most rewarding things I got from #EdCampLA was the use of different apps in the classroom. One of the most interesting ones was Remind 101, which allows you to communicate via text or email with your students and their parents to either send reminders, or special communications, or changes within your classroom. It was on the Evernote session were I learned tricks that I didn't knew before. It was pretty practical that people were tweeting and sharing all the resources, and presenting and asking question from people on twitter. For me, it was #Eduawesome how everyone helped each other there.

One of the things I’m looking forward to dedicate a little more time reading is the posts about the 1 iPad classroom, because in most of our cases that’s how it works due to funding issues. If you do have only one iPad and don’t have the opportunity to buy an apple tv, the Reflector app would be of great help. #EdCampLA attendees were introduced first hand to the magic of the Reflector app, which is a pc or mac software that will allow you to airplay through wifi you iPad on your pc, allowing you to use a regular projector to show your classroom. Something like this can change the way you give out your lessons, changing also the way your students learn.

Another amazing thing I discovered on #EdCampLA was InstaGrok, which is an amazing new website that works as a search for research purposes. It helps the students to learn by exploring topics and connecting them with facts on an interactive map that will help them visualize all the connections. I see a lot of potential with this in the future of my classrooms, and as other teachers discover the capabilities of it, instagrok will be a success pretty soon.

I can’t wait for an opportunity to attend an event like this one in person. I hope that events like this keep coming my way because they are a great forum for professional development.

WebQuest Progress

Recently I've been working on a WebQuest project for my EDUC512 Class with +Kristi Hernandez . I've fell in love with this type of project for my future students.  One of the things that I love the most of creating a webquest is the creative process.  Coming up with an idea and incorporating it to your class is great.  Looking for the resources and finding amazing ones was one of the greatest things about  the research part.  One thing I couldn't help was the fact of coming up with more ideas during the research process.  It was hard not incorporating some of them on to this particular webquest.  The issue was that most of the new ideas that came to me would have digressed from the original topic, so I decided not to add them.

One of my biggest frustrations while creating the webquest was that I couldn't find a way to change the background colors, pictures, etc.. After playing around I found a way and now my webquest looks awesome! I still need to do some tweaks and edit here and there, but is looking great!