1. How did you implement your cyberlesson?
By the time I was ready to implement my cyberlesson, I had completed the Ancient Greece Unit in my sixth grade Social Studies class. Therefore, I chose three students to complete the cyberlesson independently. All of these students are highly motivated, hard-working, technology savvy, and they produce high quality work. They completed the cyberlesson in four inconsecutive 50 minute class periods.
2. How did your students respond to the project?
These students responded enthusiastically to the cyberlesson. They came in each day asking to continue on with the assignment. Several days, they were disappointed because they were unable to work on the cyberlesson. One student was so interested in the cyberlesson that she completed the rough draft for the “Beyond Reading” activity at home when it was not assigned as homework.
3. Strengths?
One of the most obvious strengths of the cyberlesson is the newness and excitement factor. Students are almost always willing to use technology. Students are eager to use the computer and therefore, eager to complete the cyberlesson. In addition, the cyberlesson was clear and easy to use. Students were able to follow the directions and understand the assignments were virtually no teacher assistance.
4. Weaknesses?
Based upon my method of implementation, I felt disconnected from what the students were working on. The students were working independently on the cyberlesson while I was working with the rest of the students in the class on a different lesson.
5. How would you modify the way you implemented the lesson to make it more successful?
I would have a whole class complete the cyberlesson. The cyberlesson could be adapted for use in a whole classroom by using differing version of the “Daedalus and Icarus” myth. There are many versions available to fit all the reading levels of your students. Also, this lesson is time consuming. Although my students completed it in its entirety in four days, I think it would take most students in a whole class setting at least one more day to finish.
6. Recommendations?
After implementing this cyberlesson, I encourage future users to group students into partners or small groups. This will have several benefits. Since the students will differ greatly in their level of comfort with the technology. By giving each student a partner, students will have someone to assist them first. Hopefully, this would minimize impatience when technology does not work perfectly. Another advantage of grouping students would let them discuss their ideas, especially when brainstorming for the “Beyond Reading” myth assignment. I would also have paper copies of the Character Trait Analysis. Some students might find it easier to hand write the assignment, rather than type it.