Digital Literacy: Workplace Safety Lesson Plan

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Digital Literacy: Workplace Safety Lesson PlanNRS Level(s): High Beginning to Low Intermediate ESLLesson Title: Workplace SafetyApproximate Length of Lesson: 1 hour and 30 minutesInstructional Objective (written in teacher language primarilyderived from content standards and includes evidence of mastery):By the end of this lesson, the students will be able to:Learning Target Statements (written in student-friendly language andhelps learners reflect on what they are able to do as a result of thelesson) for learners’ exit tickets, learning logs, or reflection: Describe potentially unsafe behavior at work. I can tell someone how to be safe at work. Read and understand the meaning of posted safety signs. I can tell someone what different safety signs mean. Do an internet search for images. I can use Google Docs. Create and share a document in Google Docs. Use simple formatting skills in Google Docs.ELA/Mathematics/ELPStandard(s) Addressed:ELA/Mathematics/ELP:CCR A–B:R7: Use of visual information.W6: Use digital tools to create content and collaborate with others.W8: Recall information from digital sources.SL5, level C: Include multimedia displays in presentations.ELPS Levels 2–3:ELPS 5: Gather information from digital sources, including graphics.Additional Standards:Northstar Digital Literacy Assessment Standards for Essential Computer Skills: Northstar Digital LiteracyAssessment is available at no cost.ISTE Student Standards: Empowered Learner and Creative CommunicatorTHE SKILLS THAT MATTER in Adult EducationDigital Literacy: Workplace Safety Lesson Plan1

Central Skills Taught: Adaptability and Willingness to Learn Problem Solving Communication Processing and Analyzing Information Critical Thinking Respecting Differences and Diversity Interpersonal Skills Self-Awareness Navigating SystemsLanguage Demands:Academic Language Functions:(Include academic language,language skills, etc.) Describing Classifying Vocabulary related to workplace safety and signage as co-constructed by students and teacher Giving and receiving directions using imperative sentencesAssessing Mastery of theObjective(s) and Central Skills:(Indicate when and howassessment—formative and/orsummative—will occur during thelesson.)Proof of Learning:Proof of Learning Tools: Via observation of a team task Rubric(e.g., discussion, work on project) Checklist Via team self-assessment Quiz Via individual self-assessment Other Completing Via team productWorksheet Via individual product Nonverbal responses tocomprehension questions (e.g.,answer cards, Kahoot) Peer-to-peer quizzing Exit/admit tickets KWL charts Other OtherTHE SKILLS THAT MATTER in Adult EducationOngoing Formative AssessmentDigital Literacy: Workplace Safety Lesson Plan2

Adaptations and/orAccommodations:(How will you increase access tothe content of the lesson? Identifydifferentiation strategies.)Introduction:How will you introduce thelesson objective and how it fitsinto the unit/LOI? Identify itsrelevance to learners’ needsand goals.Timing: 15 minutesThis lesson shows how blended learning offers the opportunity for differentiation. In this class, the teacheruses station rotation, placing the students around the room at different activity stations based on theirdemonstrated need early in the lesson. The Computer Skills Checklist (Appendix A) can be used to help withplacement.Teacher: Workplace safety is a serious issue. If you get injured,you might not be able to work for a while. Let’s look for a fewexamples where someone didn’t think about workplace safety.The teacher models opening a Chromebook and logging in toGoogle, narrating the steps as they are projected. The teacheropens a web browser and types in “unsafe work behavior.”CENTRAL SKILLSMATERIALS Communication Critical thinking TeacherChromebookcomputer (orsome otherdeviceconnected tothe internet) Projector Screen Whiteboard orlarge whitePost-itsThe teacher elicits observations from the students about unsafebehavior exhibited in the pictures, extends the discussion to waysto prevent injury, and lists prevention behaviors as imperatives onthe whiteboard or on Post-its. (This list should remain visible as aresource for the entire class and be kept for possible use later inthe unit.)THE SKILLS THAT MATTER in Adult EducationDigital Literacy: Workplace Safety Lesson PlanComputerSkills Checklist(Appendix A)3

Explanation and Modeling:What type of direct instructiondo learners need? Are thereways for learners to accessthe new contentindependently? What types ofmodels will you provide andwhen?Timing: 15 minutesTeacher: One way to stay safe is to follow safety signs at work.Let’s look at a few safety signs.The teacher does a web search for “safety sign,” making thescreen visible using the projector and again narrating the steps.The teacher asks the students which signs they recognize andwhat they mean and then asks what the students notice about thecolor and shape of each sign. The teacher, through questioning,helps the students arrive at the following conclusions: Communication Processing andanalyzinginformation Respectingdifferences anddiversityTeacherChromebookcomputer (orsome otherdeviceconnected tothe internet) ProjectorRed—prohibition or fire ScreenBlue—mandatory safety action Whiteboard orlarge whitePost-itsYellow or orange—warningGreen—safe conditionShow this image from Quora tand-their-meanings):THE SKILLS THAT MATTER in Adult EducationDigital Literacy: Workplace Safety Lesson Plan4

Explanation and Modeling(continued)The teacher explains key vocabulary listed in the “Meaning”column and any unknown words in the provided examples. Theteacher also explains examples elicited from the learners, listingkey vocabulary on the whiteboard or on Post-its.The teacher then has the students talk in pairs about where theyhave seen these signs and discuss whether or not the signs arethe same in their countries.THE SKILLS THAT MATTER in Adult EducationDigital Literacy: Workplace Safety Lesson Plan5

Guided Practice:Which tasks and learningactivities will you use toengage learners with thecontent and skills? How willyou structure the tasks orother learning activities tosupport learners’ success?Timing: 30 minutesTeacher: Now let’s see what you recall. Use this worksheet.Match the sign to its meaning. Communication Problem solvingActivity 1: The teacher passes out the “Safety Sign” worksheet,which requires matching the correct meaning to each sign. Thestudents complete the worksheet individually at first. The teachercirculates and answers questions or pairs students who arestruggling. Processing and analyzinginformationTeacher: Now let’s find a few more signs that will help you staysafe. Get your Chromebook, log in, and open a web browser. Do aweb search on safety signs. Look for five signs that you know willhelp keep you safe at work or in school.Safety SignWorksheet(Appendix B)Chromebookfor eachstudent Paper Coloredpencils ormarkersActivity 2: The students get into groups of two or three, open theirChromebooks, and each logs in to Google and begins the internetsearch. If there are not enough computers, some student pairscan jointly use one computer, with only one student logging in.The teacher can demonstrate this process one more time on theprojected screen. If the students are having trouble finding fivesigns, the teacher can show them this website:https://en.wikipedia.org/wiki/ISO 7010.The teacher has one student open a document in Google Docsand name it “Safety Signs.” This student shares the documentwith the other students.Teacher: Go back to your web search results and copy your fivepictures into your document in Google Docs. Name the signs. Ineach case, change the font color to match the sign color.If some students are really struggling with Google Docs, theteacher can ask them to take out a piece of paper and draw thesigns, then label them.The teacher circulates, providing assistance and notingproficiency with the content and with using the computer.The teacher has a few students talk about what they created,showing their document or paper to the rest of the students.THE SKILLS THAT MATTER in Adult EducationDigital Literacy: Workplace Safety Lesson Plan6

Application/ExtendedPractice:Station Rotation: Place the students at different stationsdepending on what was observed in previous activities.What will learners do todemonstrate their acquisitionof content knowledge, basicskills, and key soft skills?Station 1: This station is reserved for students who struggled themost with the content and have low-level computer skills. Theteacher will rehash previous activities and work with this smallgroup by reviewing sign meaning or computer skills, includingvocabulary for the computer skills employed in the internet searchand in creating and formatting the document in Google Docs.Timing: 25 minutes Communication Chromebooks Problem solving https://www.gcflearnfree.org https://www.usalearns.org/Station 2: This station, devoted to self-directed computer skillsdevelopment, is reserved for students who felt comfortable withthe tasks. The teacher asks them to make use of learningresources in GCFLearnFree.org in the area of Google Docs. Thenthey can continue to develop their “Safety Signs” document.Station 3: This station, devoted to self-directed ESL study, isreserved for students who demonstrated adequate proficiency inthe previous tasks and who choose to use the time for more directlanguage instruction in USA Learns. (These students are alreadyoriented to and have worked independently in USA Learns, sothey presumably can be self-directed.)THE SKILLS THAT MATTER in Adult EducationDigital Literacy: Workplace Safety Lesson Plan7

Student Reflection onLearning Targets, Closure,and Connection to FutureLearningTiming: 5 minutesThe teacher brings the students back together as a group andasks them to turn to a partner and share: What was difficult today? What was easy? Self-awareness Chromebook E-mail accounts.Exit Ticket:Teacher: What are three things you learned in today’s class. Email them to me.Option for Extended Learning:The students can complete a lesson in USALearns.They can also look around for more safety signs and add one totheir document. Students who cannot add the sign to thedocument themselves can take a picture or make a drawing of thesign and bring it to the next class.THE SKILLS THAT MATTER in Adult EducationDigital Literacy: Workplace Safety Lesson Plan8

Appendix A. Computer Skills ChecklistUse this template to create a tech-skill focus checklist each week. Monitor student proficiency and progress using the checklist.WeekTechnology SkillsStudents Who Need More HelpNotesReview: Turning on ChromebookReview: Logging in to accountReview: Using standard mouse functions(right click, left click, double click, scrolling)Review: Basic keyboarding skills Arrows Letters Numbers BackspaceOpening driveCreating and sharing a document in GoogleDocs Naming documents appropriately Sharing with classmatesFormatting a document in Google Docs Change color Copy and paste an image from a websiteTHE SKILLS THAT MATTER in Adult EducationDigital Literacy: Workplace Safety Lesson Plan9

Appendix B. Safety Sign WorksheetMatch the picture with the general meaning. Write the letter next to the correct meaning. Write the specific meaning if you can.ProhibitionMandatory safety actionFireWarningSafe conditionA.B.C.D.E.F.G.H.I.J.K.L.THE SKILLS THAT MATTER in Adult EducationDigital Literacy: Workplace Safety Lesson Plan10

Create and share a document in Google Docs. Use simple formatting skills in Google Docs. . Checklist Quiz Other Completing . Appendix A. Computer Skills Checklist Use this template to create a tech-skill focus checklist each week. Monitor student profi

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