Running head: SOCIAL/ETHICAL LESSON: RULES AND EXPECTATIONS 1

Social/Ethical Lesson: Rules and Expectations

Jessica Sunderland

OTL504 – Social, Ethical, and Legal Issues in 21st Century Learning

Colorado State University – Global Campus

Dr. Gastrid Harrigan

June 1, 2019
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Social/Ethical Lesson: Rules and Expectations

One of our most important jobs as educators is to teach our students to be good digital

citizens. This is not only a skill they need as youth, but it is a skill that will carry them into

adulthood as well. This week I created a mini-lesson via Google Slides geared toward my

Freshman students at Roosevelt High School. This slide show uses pertinent information around

cyberbullying from the Roosevelt student handbook as well as element 2B from the ITSE

standards for digital citizenship. The mini lesson can be found at this link:

https://docs.google.com/presentation/d/1hcP6HtNjg4P2hdrpDuGmSzFaPGZlLYNNnVtplgyR5i0

/edit?usp=sharing
This is on my Google drive and can be accessed by anyone with this link by simply copy and

pasting it into your browser or just clicking on the above link in the word document.

Culturally Responsive Teaching

Gary Howard identifies seven principles of culturally responsive teaching for building a

learning community. My lesson abides by these principles as follows:

1. Students are affirmed in their cultural connections: What Roosevelt High School lacks in

ethnic diversity, it makes up for it in socioeconomic and social diversity. I do my best in

class to remind my students that everyone is welcome and safe in my room. When

drawing real-world examples, I try to remember that not all my students have a personal

technology device beyond their school-issued iPads. I also try to make connections

related to their lives in the small, rural Northern Colorado town in which the school is

located.

2. Teachers are personally and culturally inviting – Some of my most enjoyable moments

come when I can laugh with my students or engage in class discussions. My lessons offer

journaling opportunities but also outlets for them to give their thoughts and opinions on
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the subject matter. Most students are not afraid to participate in class and we often lose

track of time during great discussions.

3. Learning environment is culturally and personally inviting – As a white woman, I fit in

well with our student population. My classroom décor tries to reflect not only my

personality, but others as well. My favorite classroom decoration this year was called,

“Hashtags in History.” This is where my students got to choose their favorite historical

figure, print out his/her head, and create a hashtag. I used these to decorate my cupboards

this year and I was amazed at the diversity of people my students found and identified

with.

4. Students are reinforced for academic development – There are many opportunities for

kids to “show off” during lessons. Whether that is through their journals or class

participation, I always make sure my students have a chance to be heard and that I respect

and value their thoughts.

5. Adjust instructional strategies to accommodate kids – Not every student that comes

through my door learns the same. Furthermore, not every lesson I teach is perfect the first

time. Creating a lesson through Google slides allows me to easily adjust my lessons or

add to them. Plus, as long as my students have access to my Google slides, they will have

the most updated version of the lesson without me having to reshare it onto Google

Classroom.

6. Classroom is managed with firm, consistent, and loving controls – All students are held to

the same expectations in my classroom. My discipline is fair and consistent and in full

compliance with the Roosevelt handbook. I also have a very warm demeanor about

myself where students find me approachable and easy to work with.

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7. Interactions stress collectivity as well and individuality – a typical lesson of mine

involves class discussion and personal writing. I also like to utilize the jigsaw method or

think-pair-share when dealing with new content or working through an academic reading.

This lesson does not utilize the latter mainly because I want my slide show to be readable

and east to navigate not only for my students, but for their parents as well.

(Howard, 2014).
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References

Donegan, R. (2012). Bullying and Cyberbullying: History, Statistics, Law, Prevention and

Analysis. Retrieved May 29, 2019, from https://www.elon.edu/docs/eweb/academics/

communications/research/vol3no1/04doneganejspring12.pdf

Howard, G. R. (2014, November). The Seven Principles of Culturally Responsive Teaching.

Retrieved May 31, 2019, from https://btrapani.files.wordpress.com/2014/11/edu-5105-the-

seven-principles-for-culturally-responsive-teaching.pdf

ISTE Standards for Students. (n.d.). Retrieved June 1, 2019, from

https://www.iste.org/standards/for-students

Roosevelt High School Student Handbook. (2018, July). Retrieved May 31, 2019, from

https://www.weldre5j.k12.co.us/sites/default/files/fileattachments/roosevelt_high_

school/page/2261/handbook.pdf