- Chris Adcock
- English Language Arts, Reading Literature
- Material Type:
- Lesson Plan
- High School
- Creative Commons Attribution Non-Commercial
Museum Exhibit Feedback
Today students will explore one another's Digital Native museum exhibits. They'll have a chance to explore each exhibit, and they will use writing to reflect on what they learned in the process of creating the Unit Accomplishments.
- Read the lesson and student content.
- Anticipate student difficulties and identify the differentiation options you will choose for working with your students.
Preparation and Quick Write
- Remind students that their note-taking today is not evaluative. Their job isn't to critique their peers but rather to look for ideas and perspectives they can learn from and enjoy.
- If you think it necessary, briefly model the note-taking process so students have a clear idea of what's expected of them in this lesson and the following one.
- Let students know whether or not they will turn in their notes to you and whether they will share their notes with one another.
- When students have completed their Quick Write, lead a brief discussion on the unit's Guiding Questions. Encourage students to reflect on whether their answers have changed, and if so, how.
- SWD: If you decide to collect notes, as the emphasis is on reaction and not critique, you may choose to allow students to record and submit auditory notes.
Listen as your teacher explains how you will view and take notes on your peers’ exhibits.
In a Quick Write, answer the questions below.
- Now that you've seen so many exhibits, in what ways have you beocme an expert on the Digital Divide?
- What have you learned about how to approach a museum exhibit?
Finally, take a moment to discuss the Guiding Questions one final time with your class:
- What does it mean to be digitally connected?
- What are the implications of living in a world where everyone is digitally connected?
- How does the availability of instant connectivity shape our relationships?
- What does our internet use reveal about people's needs as humans?
- If no students need one-on-one attention during this process, enjoy the exhibits yourself.
- Let students know how long they have to explore the exhibits so they can plan their time accordingly.
- Let students know what you want them to do with each Exhibit Worksheet.
Enjoy this opportunity to explore the rest of your classmates’ exhibits. Make sure that you have spent time with each exhibit by the end of this task time.
- As you view the exhibits, fill out a separate Exhibit Worksheet for each one.
Museum Exhibit Worksheets
- Make sure students complete one worksheet for each exhibit they view.
- Be sure to save an appropriate amount of time for this activity. Depending on the number of exhibits your students have created, there may be more or less time left during this lesson for the reflective writing, but it's an important part of providing closure in this process.
- ELL: If you have students who would benefit from brainstorming first with a partner, allow them to discuss their thoughts and responses before completing their reflection.
- Let students know if you want them to share their reflections with you.
Reflect in writing on the process you went through in developing your Unit Accomplishments.
You may write about any of these questions or any set of them. Don’t worry about answering them all, but do focus on an honest, specific assessment of the perspectives you gained, particularly on your own culture and the role of technology in your life.
- What did you learn about Digital Natives?
- What did you learn about yourself?
- What new perspectives did you gain while interacting with other students’ exhibits?
- Which artifacts challenged your thinking the most?
- What about them was so challenging?
- What changes might you make to the argument you made in your essay?
- How did connecting with other students’ work help you understand information and advance your own thinking?