Choose a lesson or activity from the Common Sense website that you like. Evaluate the accessibility level of this lesson or activity and identify how effective of deficient it is and offer recommendations to enhance it.
Write your analysis in the comment section below.
My Social Media Life
Grade 7
Time: 45 mins.
http://www.commonsense.org/education/digital-citizenship/lesson/my-social-media-life?check_logged_in=1
The lesson plan was designed to help middle schoolers navigate the complex emotions they might face on social media and encourage open conversations about the positive aspects of connection and sharing while addressing potential downsides like distractions, social pressure, and feelings of inadequacy that can arise from comparing themselves to others on platforms; teach strategies for managing screen time, setting boundaries, and practicing mindful online behavior while emphasizing the importance of authentic self-expression and positive digital citizenship. Using videos is an excellent strategy to grab the teens’ attention, and the Red Flag Feeling allows them to express themselves.
However, to enhance the lesson plan, the author could explain that social media has revolutionized how we communicate and interact. It has become an integral part of our daily lives, especially for our students. While social media has its benefits, it also has its negative effects. I recommend presenting the information this way, using the strategy of comparing and contrasting to engage the students in the topic.
Positive Impact of Social Media on Students
Enhances Communication: Social media has made communication more manageable for students. It has created a platform where students can easily communicate with their peers and teachers, exchange information, and collaborate on projects.
Information Sharing: Social media platforms like Facebook, Twitter, and Instagram have become valuable sources of information. Students can access news and information about events and activities around the world.
Educational Opportunities: Social media has made it easier for students to access educational resources. Online platforms like YouTube, Coursera, and Khan Academy provide free access to academic content.
Networking Opportunities: Social media has created networking opportunities for students. They can connect with professionals and experts in their fields of study, share their ideas and projects, and get feedback.
Negative Impact of Social Media on Students
Addiction: Social media addiction has become a serious problem among students. Many students spend hours on social media platforms, which affects their academic performance.
Cyberbullying: Social media has made it easier for bullies to harass and intimidate their victims. Cyberbullying can lead to depression, anxiety, and even suicide.
Distraction: Social media can be a major distraction for students. It can affect their concentration and make it difficult for them to focus on their studies.
False Information: Social media is flooded with false information, which can be misleading for students. They may end up believing in false information and make decisions based on it.
To conclude, it could be emphasized that:
Social media can be a valuable tool for connecting with others, but it must be used responsibly.
Everyone experiences social media differently, and it’s okay to take breaks or adjust our usage based on our needs.
If we feel overwhelmed by social media, reach out for support.
Accessibility in Action.
I chose the “Social Media and How You Feel” lesson from the Common Sense website that is moderately accessible, with clear language and relatable content that engages students. However, it could be improved by incorporating diverse representation in examples and scenarios to ensure inclusivity. Additionally, providing multimedia options, such as videos with captions or interactive slides, would support varied learning styles and accessibility needs. Including guiding prompts for reflection and offering resources in multiple languages could further enhance its effectiveness. These adjustments would make the lesson more impactful for a broader range of students.
Lesson: This Just In! How should we react to breaking news?
Grade 8 Activity Handout
https://www.commonsense.org/education/digital-citizenship/lesson/this-just-in?
This activity has a clear and logical structure by having sections with directions for each section of the activity. For example, the sections are divided into part 1, part 2, and part 3. The activity handout makes good use of color and font size. It includes a few visuals to help understand the text. This activity also provides a graphic organizer.
To enhance this activity, I recommend more visuals be used for each section. Also, there should be a computer read aloud feature of the activity handout to assist students with poor vision as well as students with a low reading level.
Lesson: Finding My Media Balance What does media balance mean for me?https://www.commonsense.org/education/digital-citizenship/lesson/finding-my-media-balanceGRADE: 5TIME: 45 mins.
The lesson My Media Balance is well-structured, incorporating varied activities such as handouts, videos, and discussions that align with UDL principles by offering multiple means of representation and engagement. Students have opportunities to express their learning through creating personal media plans and sharing their ideas, supporting different learning styles. However, the lesson lacks specific accessibility adaptations, such as captions or transcripts for videos and alternative hand-out formats, which could impact students with visual or hearing impairments. Additionally, ensuring materials are operable with assistive technologies and providing simpler language would benefit students with cognitive or mobility challenges.
To enhance accessibility, it is recommended to include captions, transcripts, and digital handouts in accessible formats and to ensure all digital materials are compatible with assistive devices. Simplifying language, adding visual aids for clarity, and allowing flexible submission methods can also support a broader range of learners. These adjustments would ensure the lesson meets the POUR accessibility principles and aligns with UDL, creating a more inclusive learning environment for all students.
I chose the “Digital Drama Unplugged” lesson from the Common Sense website, which teaches students how to handle digital drama through discussions and role-playing.Accessibility Evaluation:Effectiveness: Engages students actively through role-playing and online discussions.Deficiencies: Some students may lack access to technology or the internet. Needs materials in multiple formats to cater to diverse learning styles.Recommendations:Provide Offline Resources: Offer handouts or videos that can be accessed without the internet.Use Multiple Formats: Include audio descriptions and text alternatives for media.Incorporate Assistive Technology: Ensure compatibility with screen readers or text-to-speech software.Flexible Participation: Allow chat or written responses for discussions.
Link to lesson: https://www.commonsense.org/education/digital-citizenship/lesson/digital-drama-unplugged
The lesson I choose was: The Health Effects of Screen Time
Grade: 12th
https://www.commonsense.org/education/digital-citizenship/lesson/the-health-effects-of-screen-time
Highlights
This lesson, like many others from commonsense is packed with items around accessibility. To give you a brief description, I can start with some engaging components. The lesson is 45 minutes, but can be done in a shorter amount of time. This is a great way to make it accessible to settings that have time constraints, or attention deficits. Many parts of the lesson has perceivable principles, and principles of UDL engagement. Some examples are: collaboration, autonomy, independence, socially and culturally relevant. It is a lesson all students can relate to. It invites to personal response so that everyone can share. For example questions like How many hours per day of screen time do you think is unhealthy? How much is too much? These open ended questions can be answered by any student.
The lesson also has methods of representation like student handouts, and video clips. The viideo clips have CC closed-captions, and translations in Spanish (only). Definitions which provide options for language ad symbols. The entire lesson has slides with informational charts, layouts, and steps.
Recommendations
The lesson does say use a digital tool to write out their comments and questions. Perhaps recommending a few could strengthen the lesson. I would recommend using a padlet wall, or a nearpod board. I mentioned videos under highlights, but I would try to find videos with more than one translation. The videos should be accessible to all multilingual learners.
For this blog post the lesson is: https://www.commonsense.org/education/digital-citizenship/lesson/finding-my-media-balance
This lesson is geared towards 5th grade students and it focuses on finding a balance with media.
Overall, this lesson seems accessible in some aspects. It begins with a game that can be accessed on a device, however, I noticed that the game requires reading and it does not appear that there is a way to have it read to you. Not having another way for students to access the information presented would be a weakness in the beginning of the lesson. The next section includes a handout that students would be able to type in if granted editing access, which is a strength for accessibility.
To enhance this content I would probably take away the interactive game component for students to play independently. Instead, I would have students work in groups that way if there are students that struggle with reading their peers can help with that information.
The lesson I selected is Social Media and Digital Footprints: Our Responsibilities. It is for 8th graders and takes approximately 50 minutes to complete. I selected this lesson because I wanted to review a lesson for digital footprints and social media that I can implement in my advisory class in the coming year.
Lesson Link: Social Media and Digital Footprints: Our Responsibilities | Common Sense Education
The objectives for this lesson are as follows:
Objectives:
Evaluation of Accessibility Levels
Strengths:
Deficiencies:
Recommendations:
I use the lesson Internet Traffic Light
https://www.commonsense.org/education/digital-citizenship/lesson/internet-traffic-light
This lesson has some accessibility options for example it provides slides and videos in both English and Spanish, which can be helpful to an ESL teacher and student. The video has captions which is very helpful. The bright colors and clear language are also helpful. I would recommend more hands-on activities and also have more differentiation for students. Not all students learn on the same level. Provide ways for students who have visual or hearing impairments to be able to learn.
I am using the same lesson plan as a previous blog post.
https://www.commonsense.org/education/digital-citizenship/lesson/safety-in-my-online-neighborhood
Lesson: Safety In My Online Neighborhood
This lesson has a few accessibility options. It has options for learners who use Braille. The video does have closed captioning. The slideshow has big letters and simple language as it is a lesson for Kindergarteners. The images also help ESL learners as well. This is a decent lesson plan, as I had mentioned before, but there are a few things I would do differently based on the Kindergarteners I worked with this past school year. My students were all autistic and they all loved trains and dancing. I used these likes in lesson planning.
The lesson plan I chose for this blog was
https://www.commonsense.org/education/digital-citizenship/lesson/the-change-you-want-to-see
In one of my last responses explained how I am getting out of my comfort zone to try to explore higher grade levels. The lesson plan “Finding the Why” has many strengths in reference to accessibility, including the use of diverse online resources that offers different learning styles and the incorporation of multimedia, such as the video “The Purpose Challenge,” which engages auditory and visual learners. Also, the collaborative aspect of working in pairs promotes social interaction and peer learning, while structured handouts provide clear guidance for students. On the other hand, the lesson also shows weaknesses. It is unclear on whether all online resources are fully accessible for students with disabilities and does not address the integration of assistive technologies, which could support learners who rely on tools like screen readers. The language used in instructions may be too complicated for some students, and there is no mention of visual accessibility considerations, such as font sizes or color contrast. To improve the lesson, it is I would recommend to guarantee all resources are evaluated for accessibility, provide alternative formats, and include instructions for assistive technologies. Simplifying language and applying best practices for visual design can further support students. Additionally, implementing a feedback mechanism for students to share their accessibility experiences and offering flexible assessment methods can create a more inclusive learning environment.
Lesson: Seeing is Believing
Evaluating Accessibility Level
Strengths
Deficiency
Recommendations
https://www.commonsense.org/education/digital-citizenship/lesson/how-technology-makes-you-feel
Efficient:
-video format
– auditory and visual feedback
– questions displayed in slides
– videos played
– slides can be formatted with screen reader
– closed captions for video
– language options for slides and videos
– like the non digital activity for students who are still not comfortable with technology.
-can bring craft Activity home to carryover
Recommendations:
-provide ways to demonstrate answers using technology
-present pictures for scenarios
https://www.commonsense.org/education/digital-citizenship/lesson/who-are-you-online
Accessibility:
-slides are available in English and Spanish
– video lesson is available
– presentation is available
– vocabulary words are available
– we have access to slide shows.
Recommendations:
– provide closed captions in videos.
– audio reader for slides
– provide it in other languages
https://www.commonsense.org/education/digital-citizenship/lesson/how-technology-makes-you-feel
Highlights of accessibility:
– Offered in English and Spanish
– Begins with a video as a visual
– Closed caption in video
– Appropriate for Grade 3 students in content and language
– Engaging activity
– Relative to students
Suggestions to expand accessibility:
– Offer in more langauges
– Offer more digital ways to complete the task
– Allow for more opportunities to expand their thinking.
Hoaxes and Fakes – Grade 9
In this lesson students will learn “how to read what they see on the web laterally” and check for creditability.
Accessibility Highlights:
Suggestions:
Digital Trail – Grade 2
This lesson is presented in an accessible way to educate students about the information they share online leaves a digital footprint or “trail.”
Here are some accessibility highlights:
Some suggestions to aid accessibility:
Great suggestions for bettering the lesson.
I chose a lesson for Grade 2 called We the Digital Citizens. I usually complete this lesson with the 3rd grade each year because I do not teach the second grade but it is a great lesson. This lesson fairly simple but addresses key topics and is accessible for all.
Here are some of the accessibility highlights:
There is a downloadable Pause and Think handout in English and Spanish, which is great to use for a quick assessment of the lesson. To make it more accessible, I might make a digital version where the students can use tools on their iPads to draw their picture or Google Drawing tools.I might also make sure the font on all the handouts was eReader accessible.I know Lexend is an easy to use and read font.
Grade 5 – What’s Cyberbullying? – Quick Activity Guide
This activity is written and presented in a way that makes it quite accessible to most students and easily adaptable for others. The lesson is all online and could be given as independent work. It is a video on cyberbullying and bullying and some reflection questions. Here are some of the accessibility highlights:
Suggestions for expanding the accessibility:
Allow for students to respond to prompts with more choice such as a picture, podcast, PSA campaign, presentation, etc.
I am evaluating The Power of Words lesson from Common Sense:https://docs.google.com/presentation/d/1JYt53X3UVBl2QALJaw1DhJH1PA_6kdjaMrTDudGQcp8/edit#slide=id.g3db170c29b_2_0
Strengths: The slides of the lessons are mostly accessible. The font on most pages are left aligned and there is not too much text on each slide. The color contrast is pretty consistent. It is usually black on white. One the objectives page, there are numbers and arrows to help the readers know which step to go to next. There are spaces between steps but not always between lines which is helpful. The emojis faces are easy to understand what feeling is being presented. The definition of unknown words is provided which increases the accessibility. The sentences are short and easy to understand. Furthermore, the inclusion of a video increases the accessibility. The closed caption setting can be easily used when playing the video. The fact that the video is about children playing games also increases accessibility because the context is something relatable to most students. Since the presentation is on Google Slides, teachers can follow steps to create an HTML text for students to follow. In the wrap up of the lesson, students determine if phrases are ok to send or not. The fact that the phrases are on the slides and read out increases accessibility. Also the fact students get to move increases engagement. The room needs to allow for freedom of movement for all students. The quiz is online and the questions can be read. The slides can be posted on Google Classroom so students can access it across different platforms and devices. Children do have access to the screen reader or screen magnifier as well since they are using Google Slides. Finally, the opportunity to collaborate with different students increases accessibility as well.
Weaknesses: The font of the lesson may not be accessible. They are not using Sans Serif or the Lexend font. Although the definition of unknown words are provided the image is not particularly helpful to further understanding the words.The color contrast is mostly good but in the video the red text on the yellow character could make it hard for some kids to see. Then later on the acronym had white letters on a colored background. In the power of words section of the lesson, more accessibility needs to be added. In the lesson only paper is provided. The scenarios could also be put on slides so students can use the screen reader. Students should also be given an option of typing are allowing a recording of their responses. In the wrap up activity, it may be wise to include a different way to respond by holding up a sign for those students who are not free to move around so easily. In this lesson there is a quiz as a summative assessment. Although, students are not given any other choices to show off their understanding.
I would recommend they use a more accessible font to help students follow. The color contrast should be consistent black letters on white background. An image that helps support the definitions would also be helpful. Steps to providing the HTML for the slides would increase the accessibility. During the wrap up, an alternative to show their answer besides moving across the room would allow students who have a hard time moving would make the lesson more accessible. A choice of showing their understanding besides the quiz would also improve the lesson. For instance, students can video a role play of what to do when they receive harsh words online would increase engagement and accessibility.
I looked at this lesson for another part of this class and came to similar conclusions.
I like your suggestions for more accessibility to the lesson about the power of words.