View Content #25693

< Go Back
TitleIdentity and How We Present It: A Concept-based Activity Focusing on Learner Relevance
SourceCASLS Activity of the Week
Body

In this activity, learners will be exploring the concept of identity through various lenses and then applying their exploration to the creation of a social media profile that best exemplifies their identity. The activity is modeled upon Lynn Erickson’s work in concept-based instruction, and offers a large degree of student autonomy and higher-order thinking, helping students see how a concept is relevant to their lives even if it isn’t immediately obvious to them.

Objectives:

Students will be able to:

  • Think critically about the concept of “identity” and analyze its component parts
  • Think critically about the language, images, and other materials that make up a successful social media page
  • Create a social media page
  • Talk about themselves and their likes, dislikes, hobbies, etc.

Modes: Presentational, Interpersonal

Materials needed: Computer or phone with Internet access, Brainstorming Worksheet, Social Media Analysis Worksheet, Social Media Planning Worksheet

Procedure:

  1. Brainstorm: To begin, have students use the Brainstorming Worksheet to get them thinking about the concept of “identity.” Once they finish the worksheet, have students share in small groups and add to their worksheets. Then, as a whole class, create a giant mind map on the white board/chalkboard/etc. that includes the components identified by all students. Then have students think about what facets of identity are most important to them and their own identity. Students should write town their top 3 identity components. 
    • Some example components include hobbies, family, appearance, language, country in which you grow up, talents, personality traits, dreams and aspirations, past events, etc.
  2. Observe: Instruct students to go online and look at social media pages in the target language. Give them a list of several famous people in the target culture and encourage them to view several of their pages. Students should think about and take notes on how people’s pages differ both within and among platforms, even for the same person. Divide students into groups of four and give each group the various social media pages of one celebrity in the target culture. Then, have students observe the content of their page across these different platforms, taking notes on genre, content, and structure differences.
  3. Analyze: Once students have some data to work with and have spent time making observations about social media pages, they will analyze how identity is presented via social media. Have them complete the Social Media Analysis Worksheet.
  4. Extend: Next, have students complete the Social Media Planning Worksheet to help them think about the social media pages they want to create (one worksheet per social media page). Students should make a profile on three distinct platforms and think about how to best present themselves on each (Twitter, Facebook, Instagram, etc). When they finish the worksheets, they should create their pages and accompanying posts. Students can then explore one another’s pages, taking notes on what they find especially effective.
  5. Reflect: Have students reflect on this experience by writing a journal entry about how identity is presented online. Be sure to have students discuss what they found easy or difficult in presenting their identity online, what their favorite platforms are and why, and allow students to share work if they choose. Students should justify the three different versions of themselves they created to fit each platform, how they differ, and why.

Notes/Modifications:

This activity is designed with novice learners in mind, but can be adapted to any level depending on the types, quality, and quantity of information you ask students to produce.

For more information on concept-based instruction refer to Lynn Erickson’s work:

Erikson, H. L., Lanning, Lanning, L., & French, R. (2017). Concept-based Curriculum and Instruction for the Thinking Classroom. Corwin Publishing.

Publishdate2018-09-17 02:15:02