1. Rigor and Relevance: Preparing for Readiness<br />
2. Upgrading Curriculum<br />
3. Montgomery, K. (2010). Mobile phones for learning [Web log message]. Retrieved from http://thinkingmachine.pbworks.com/w/page/22187696/MITC-2008<br />
4. What got my gears turning<br />
5. Teens<br />and their<br />Telephones<br />Pew Internet and American Life Project<br />
6. BISD Student HandbookElectronic Communication Devices (AUP)<br />Students may utilize electronic communication devices at school and at school activities. Students may utilize their devices in the classroom when the teacher deems appropriate for educational purposes. <br />These devices include but are not to be limited to the following: cell phones, smart phones, iPhones, iPods and mp3 players. <br />The district encourages students and staff to use electronic communication devices for educational purposes during the school day.<br />BISD Secondary Handbook, p. 30<br />BISD Elementary Handbook, p. 26<br />
7. Design for Success: Pre-Planning<br />Poll students to find out what types of devices/text and data plans are present in the classroom<br />Design to work with what you’ve got<br />Plan to be flexible: this is never a 100% predictable environment<br />Consider permission slips<br />
8. Design for Success: Classroom Management<br />Respect<br />Release the need to be 100% in control<br />Hands-on learning = Hands-on management<br />Positive Effects:<br />Brings devices out of hiding<br />Puts devices to use of teacher’s design<br />Student buy-in and appreciation<br />
9. Grouping Strategies<br />One-device classroom<br />Informal device sharing<br />Collaborative grouping with role of mobile gatekeeper<br />Appoint jobs (Fact finders, Word searchers, Communicators, etc.)<br />
10. Visit the BYOD Blog for More Infobyodmobilelearning.blogspot.com<br />
11. BYOD: Lunch and Learn<br />
12. Lesson Redesign Requires Decision-making<br />As each teacher evaluates a lesson for 21st Century redesign, he will have to ask questions and make decisions.<br /><ul><li>What is the objective for this lesson?
13. What deep learning needs to result from this learning opportunity?
14. Where should a 21st century tool or skill be inserted within the lesson cycle?
15. Delivery / Investigation
16. Student Practice
17. Student Demonstration of Mastery?
18. Where will a substitution make the learning richer and more meaningful for students?</li></ul>Start with <br />one!<br />
19. Creativity and Innovation<br />Communication and Collaboration<br />Research and Information Fluency<br />Critical Thinking, Problem Solving, and Decision Making<br />Digital Citizenship<br />Technology Operations and Concepts<br />
20. ELA Readiness StandardInference and Textual EvidenceAll Grade Levels<br />(Figure 19) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. The student is expected to:<br />(B) make complex inferences about text and use textual evidence to support understanding. Readiness Standard (Fiction) / Supporting Standard (Literary Nonfiction, Poetry, Drama)<br />
21. BYOD + Standard = Rigor<br />Scenario One: Classroom with multiple Smart Phones<br />Premise: Students have read a passage and are given 3 Open-Ended response questions<br />GoogleDoc Collaboration: Passage loaded into Google Docs. <br />Students in groups. Each group types their answer (inference) in a sentence. <br />Then each group highlights the textual evidence they would use in a different color.<br />Now groups trade and write out full responses to another group’s inference using the highlighted evidence.<br />Class works together to view, analyze and revise the responses written by each group<br />Google Doc containing all of this work will remain available to students for further extension. <br />Teacher can have Google Doc up on projector throughout activity to see the live action taking place.<br />ILT Collaborative Inference - Google Doc<br />
22. BYOD + Standard = Rigor<br />Scenario Two: Several cell phones with unlimited texting<br />Premise: Class working to compose a high-quality response to Open-Ended Question<br />Create Wiffiti page – www.wiffiti.com<br />Round 1: Text your inference or answer to the question<br />Round 2: Text one quote you could use to support that inference<br />Round 3: Switch to transcript view to see all texts and begin to collaboratively compose the response <br />Cell phones as learning tools? Text your opinions here.<br />
23. Science Readiness StandardFood chains and webs8th Grade<br />8.11 Organisms and environments. The student knows that interdependence occurs among living systems and the environment and that human activities can affect these systems. The student is expected to:<br />(A) describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater, and terrestrial ecosystems;<br />
24. BYOD + Standard = Rigor<br />Scenario One: Teacher has one iPhone<br />Premise: In groups, students have researched for half of class to learn about relationships within a particular food web<br /> Teacher has the I am T-Pain or Karaoke app and each group selects one song <br />Rewrite the lyrics to illustrate what they learned about the food web and impacts that could stem from certain factors being removed<br />Record song through the app the next day. One group records at a time while the rest of the class works on vocabulary assignment.<br />Each group uses song and discussion to teach class<br />Student sample: Scientist Research project in Jason Bair’s Chemistry Class at Haltom High School<br />
25. BYOD + Standard = Rigor<br />Scenario Two: Several students with cell phones that can e-mail<br />Premise: In groups, students have researched for half of class to learn about relationships within a particular biome<br />Groups create graphic representation of food web, take a picture of it OR make a video, ande-mail the class blog.<br />In the e-mail, they will also pose a question in the style of TAKS/STAAR.<br />Students can later return to blog posts and answer each other’s questions.<br />Depending on each phone’s capability, students could post:<br />Text and images<br />Video<br />All of the above!<br />
26. Let’s Try It!Subject line = Blog HeadlineBody = Blog Post<br />email@example.com<br />Option One: Video<br />Record video<br />Choose to e-mail it<br />Option Two: Text and Image<br />Take a picture or search for a picture and save it<br />Choose to e-mail it<br />Add text to the body of the e-mail<br />Option Three: Text only<br />Send a basic e-mail<br />View <br />Blog<br />
27. Math Readiness StandardFunctions and their graphsAlgebra 2<br />2A.6 Quadratic and square root functions. The student understands that quadratic functions can be represented in different ways and translates among their various representations. The student is expected to:<br />B) relate representations of quadratic functions, such as algebraic, tabular, graphical, and verbal descriptions <br />
28. BYOD + Standard = Rigor<br />Scenario: several cell phones with picture and/or video and e-mail capabilities<br />Premise: Sample activity in CCO<br />Students given an algebraic equation. They fill in the other 3 areas. Take picture of completed chart and post to blog site. <br />They also include directions for a shift of the quadratic (ex: shift two units to the left)<br />Groups switch so that they are viewing the blog post of another group and type text or make a video to explain the process needed to make the shift and patterns they have discovered about the nature of quadratics.<br />Access to student-created review materials<br />Interesting Article: Cellphonometry<br />
29. BYOD + Standard = Rigor<br />Students create multiple representations of quadratic functions<br />Take picture and e-mail to Flickr page<br />Teacher can then project pictures and:<br />Whole class analysis of representations followed by translation to the other types of representations<br />Use as warm-up or quiz artifacts<br />OR Students can individually, or in groups, comment on Flickr posts with descriptions of the changes to the quadratic functions when a shift is introduced as well as the process taken to make such a determination.<br />The key is that students should practice explaining the process to ultimately help uncover relationships between, for example, coordinates and the direction of the parabola.<br />E-mail to post: firstname.lastname@example.org<br />Photostream: www.flickr.com/byod21/<br />
30. Social Studies Readiness StandardEconomics and industrialization8th Grade<br />(13) Economics. The student understands how various economic forces resulted in the Industrial Revolution in the 19th century. The student is expected to:<br />(B) identify the economic factors that brought about rapid industrialization and urbanization. Readiness Standard<br />
31. BYOD + Standard = Rigor<br />Premise: Cooperative Learning Project<br />Students research factors that led to Industrial Revolution and their impacts on the period<br />Draw conclusions about impact of topic on modern American and global issues<br />Design lesson to teach classmates<br />Possible BYOD Insertion Points <br />Research<br />Project Organization and Productivity<br />Create presentation materials<br />Use PollEverywhere or Google Form for presentation critiques<br />Use Wiffiti wall for classmates to ask questions of presenters <br />
32. Social Studies Readiness StandardAbolitionist Movement8th Grade<br />(24) Culture. The student understands the major reform movements of the 19th century. The student is expected to<br />(A) describe the historical development of the abolitionist movement Readiness Standard<br />
33. BYOD + Standard = Rigor<br />Premise: Students work in small groups to research assigned topics such as key figures, events and policies that affected the Abolitionist movement.<br />Each group assigned topic at beginning of class and engages in mobile research for 20 minutes.<br />Each group must gather the following and post to blog via mobile e-mail:<br />E-mail #1: Picture and three key facts<br />E-mail #2: View another group’s post and record a video response explaining an inference that can be drawn based on those facts. Conclude by discussing how the topic is related to movements in the world today.<br />Multimedia project with collaboration complete in one class period! Class or individual students can return to blog for review or extension activities.<br />