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Running head: PORTFOLIO PART ONE 1

Portfolio Part One

Angela Brooks

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

Colorado State University – Global Campus

Dr. Brenda Bagwell

June 9, 2019
AN ANALYSIS OF A JIT LESSON: PORTFOLIO PROJECT PART ONE 2

An Analysis of a JIT Lesson: Portfolio Part One

In today’s day and age, whether right or wrong, people want information quickly and

they don’t want to spend a lot of time getting information. A just-in-time mini lesson and at-a-

glance resource are the perfect way to pack a lot of information into a smaller punch. A mini

lesson can breakdown a lot of information into a smaller presentation and highlight the key

takeaways in order to be successful. The same can be said for an at-a-glance resource.

Just in Time lessons and at a glance resources are useful for many reasons and can be

utilized with both adolescents and adults. First, there are a few different learning styles and being

able to use an infographic will appeal to those that consider themselves visual learners. Also,

with the heightened use of social media to share things such as photographs, videos and

drawings, an at-a-glance resource is something that can be shared with a large group and be

stimulating to most audiences. In a study conducted by Kristy Brugar (2017) she pointed out the

need for all 21st century learners at the elementary level to have a wide variety of literacy skills

in order to master content, and that visual resources allow to teachers to include diverse people

and materials which is also an important piece of learning in this era. Third, just-in-time teaching

(JiTT) lessons used in the classroom allow for more active learning time and to highlight work

assigned prior to the student coming into class. The teacher can assign a learning-based video or

reading assignment in order to prepare students for their JiTT lesson. Giving the students work

prior to coming to class in order to prepare for active learning time allows for more a more

engaging learning environment. Additionally, students and teachers can engage in warm-ups

prior to the JiTT lesson which will allow the teacher to gauge their knowledge, but also highlight

any misconceptions that need to be corrected during lesson time. Warm-up questions are a great

way to address points that need further clarification in order for the JiTT to be successful, and the
AN ANALYSIS OF A JIT LESSON: PORTFOLIO PROJECT PART ONE 3

questions allow for the teacher to prioritize where the focus is on the lesson based on prior

knowledge (Marrs, Blake, and Gavrin, 2003).

Just-In-Time Lesson Analysis: Teaching and Reflection

As teaching is not my current trade, I used my second-grade son as the student for my

lesson. Although I didn’t have a large pool of children to experiment on, I still believe this

student was able to show me where my lesson may be flawed and areas that were enjoyable and

engaging. The lesson I chose to work on with my student surrounded fake and real news. A

video from C-Span started the lesson, and my son said the video was “boring”. Reflecting on my

intended audience I agree that this video may be a bit advanced for second and third graders.

Instead I may start with a warmup question asking to explain how the student may know if a

story online is real or fake. This will help gauge their current knowledge base and any

preconceived notions they may have. Following the warm up we will watch this video,

https://www.commonsense.org/education/asset/video/video-how-to-spot-fake-news and I will

also provide a handout to students on fact checking. Pertaining to the All About Explorers

lesson, the student was able to navigate the web with ease, but had trouble looking for the author

or being able to tell me whether the site was a popular or credible site. This is understandable as

this student doesn’t frequent the web and has limited use at home with a laptop or tablet. In order

to have a more impactful lesson based on a wide variety of internet knowledge I may alter the

lesson to make it a group/interactive exploration where I navigate the site, ask questions and

have students use a survey (Poll Everywhere software) to get responses and then discuss the

answers as a crowd. This will keep the lesson engaging and show them where to look when

checking websites for authenticity.

Reflection
AN ANALYSIS OF A JIT LESSON: PORTFOLIO PROJECT PART ONE 4

When one thinks about social, ethical and legal issues one may face either at the

classroom or district level, many things come to mind. First, how protected is the district from

security breaches? In 2018, Chesapeake Public Schools dealt with a malware attack from a

phishing email sent to Grassfield High School employees. Because of this breach, Grassfield

students were part of a system shut down and classes that included technology as part or all of

their class time were impacted (Web Staff, 2018). When things like this happen the school

must quickly respond, and there probably needs to be additional training with staff and

students on how to recognize safe emails and ways to protect the school from a breach.

Second, how does the district align their mission and values with that of teaching students

how to be ethical and responsible online without holding students back from being creative

and free to use the whole internet? When I think of this, I’m specifically thinking of whether

or not a school allows social media use, how it is taught to be used as a learning tool and

responsibly, and also how is it monitored to prevent misuse (specifically bullying). Children

at the elementary age level aren’t legally allowed to open a Facebook, Instagram, and Twitter

account (unless they lie about their birthday). These are more popular social media sites, but

other sites that are used often in teaching are YouTube, blogs, Wikipedia, and other online

resources. I believe showing elementary students’ other ways to use social media in a

classroom setting and for projects will allow the school district and teacher to start teaching

ethical lessons, and help students prepare for navigating social media for future school

projects. Szeto, Elson, Cheng and Yan-Ni (2016) found that using social media in the

classroom setting can be beneficial as this platform allows for content and information

sharing, recreation and socialization. Further, teachers should embrace using online content

for learning as new teachers and students find themselves using a computer frequently.
AN ANALYSIS OF A JIT LESSON: PORTFOLIO PROJECT PART ONE 5

Additionally, using social media in teaching may appeal to one or more learning styles. Being

a teacher in a technology driven era can have it challenges as there are many things online that

a teacher can control when students can freely use the web. That said, having a mindset that

aligns with ISTE standards will promote students to become responsible digital citizens, use

content and graphics responsibly to show their knowledge in a subject, allow them to research

topics from a diverse population, and express themselves more creatively. This will also allow

for more critical thinking growth and become a strong operator of technology.
AN ANALYSIS OF A JIT LESSON: PORTFOLIO PROJECT PART ONE 6

Reference

Brugar, Kristy A. "LEARNING AND TEACHING IN A VISUAL WORLD: Elementary

Teacher Candidates' Use of Visual Materials." Curriculum and Teaching Dialogue 20.1-2

(2018): 1-14,176. Web.

Cupita, Lorena. "Just in Time Teaching: A Strategy to Encourage Students’ Engagement." HOW

23.2 (2016): 89-105. Web.

Marrs, K. A., Blake, R. E., & Gavrin, A. D. (2003). Web-based warm up exercises in just-in-time

teaching. Journal of College Science Teaching, 33(1), 42. Retrieved from

https://csuglobal.idm.oclc.org/login?url=https://search-proquest-

com.csuglobal.idm.oclc.org/docview/200360929?accountid=38569

Szeto, Elson, Annie Cheng, and Yan-Ni Hong. "Learning with Social Media: How Do Preservice

Teachers Integrate YouTube and Social Media in Teaching?" The Asia-Pacific

Education Researcher 25.1 (2016): 35-44. Web.

Web Staff. (2018, November 09). Chesapeake Public Schools' computer network affected by

malware from phishing emails. Retrieved from https://wtkr.com/2018/11/08/chesapeake-

public-schools-computer-network-affected-by-malware-from-phishing-emails/

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