they have researched such as facts figures and even first hand accounts or interviews. Each of the
posts will also include a factual timeline representation that the students have created using the
site TikiToki.com. This can be done through a variety of creative ways, which do not have to
always encompassing simply the written word. They are also encouraged to have the objective to
include at least two different types of digital storytelling tool (i.e. Video, GIF, JPEG or other
format) to help them explain the relationship between all Authoritarian states rise to power. This
type of activity helps them to access all of the various levels of Blooms taxonomy from basic
knowledge they gain in research all the way through the evaluation stage and beyond by
inferring what the best ways to solve the social concern might be. The lesson allows for students
to practice several skills including organization and planning, creativity, synthesis of
information, writing, and speaking. The final post for all students will be a editorial style written
work that summarizes what they have learned and allows them to make a connection to any
country in the world today in which they feel there is an authoritarian regime rising to power or
already in power. There is also a collaboration aspect to the lesson because they will be expected
to comment on their peers blogs a minimum of three different times through the course of the 4week unit. All of these features make this lesson a truly 21st century test in citizenship, critical
thinking and design and will encourages them to develop skills for later in life.
I would have to say that this style of lesson fits the constructivism model very well and it
is a concept that I wholeheartedly believe can help prepare students for the future no matter the
task. By building a personal understanding of topics and then applying them to real world
situations students are then able to facilitate their own outcomes. This puts the teacher in the
appropriate role of facilitator and guide instead of the traditional sage on the stage
perpetuation. This model allows for students to use the technological tools at their disposal to
plan, create and evaluate their own work based on the already provided models. It also puts them
through the gamut of experiences that are present in Dales cone taking them from simple visual
interactions all the way through physical interaction to concept driven philosophy. Lastly, by
having students create all of their planning via the Internet and O365 the teacher has access to
their material and can give feedback at any point along the way. This allows students to work at
different rates and complete check points at various times thus differentiation is possible at every
step of the lesson.