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BYOD: Ready for Rigor

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  • 1. Rigor and Relevance: Preparing for Readiness
  • 2. Upgrading Curriculum
  • 3. Montgomery, K. (2010). Mobile phones for learning [Web log message]. Retrieved from http://thinkingmachine.pbworks.com/w/page/22187696/MITC-2008
  • 4. What got my gears turning
  • 5. Teens
    and their
    Telephones
    Pew Internet and American Life Project
  • 6. BISD Student HandbookElectronic Communication Devices (AUP)
    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.
    These devices include but are not to be limited to the following: cell phones, smart phones, iPhones, iPods and mp3 players.
    The district encourages students and staff to use electronic communication devices for educational purposes during the school day.
    BISD Secondary Handbook, p. 30
    BISD Elementary Handbook, p. 26
  • 7. Design for Success: Pre-Planning
    Poll students to find out what types of devices/text and data plans are present in the classroom
    Design to work with what you’ve got
    Plan to be flexible: this is never a 100% predictable environment
    Consider permission slips
  • 8. Design for Success: Classroom Management
    Respect
    Release the need to be 100% in control
    Hands-on learning = Hands-on management
    Positive Effects:
    Brings devices out of hiding
    Puts devices to use of teacher’s design
    Student buy-in and appreciation
  • 9. Grouping Strategies
    One-device classroom
    Informal device sharing
    Collaborative grouping with role of mobile gatekeeper
    Appoint jobs (Fact finders, Word searchers, Communicators, etc.)
  • 10. Visit the BYOD Blog for More Infobyodmobilelearning.blogspot.com
  • 11. BYOD: Lunch and Learn
  • 12. Lesson Redesign Requires Decision-making
    As each teacher evaluates a lesson for 21st Century redesign, he will have to ask questions and make decisions.
    • 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?
    Start with
    one!
  • 19. Creativity and Innovation
    Communication and Collaboration
    Research and Information Fluency
    Critical Thinking, Problem Solving, and Decision Making
    Digital Citizenship
    Technology Operations and Concepts
  • 20. ELA Readiness StandardInference and Textual EvidenceAll Grade Levels
    (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:
    (B) make complex inferences about text and use textual evidence to support understanding. Readiness Standard (Fiction) / Supporting Standard (Literary Nonfiction, Poetry, Drama)
  • 21. BYOD + Standard = Rigor
    Scenario One: Classroom with multiple Smart Phones
    Premise: Students have read a passage and are given 3 Open-Ended response questions
    GoogleDoc Collaboration: Passage loaded into Google Docs.
    Students in groups. Each group types their answer (inference) in a sentence.
    Then each group highlights the textual evidence they would use in a different color.
    Now groups trade and write out full responses to another group’s inference using the highlighted evidence.
    Class works together to view, analyze and revise the responses written by each group
    Google Doc containing all of this work will remain available to students for further extension.
    Teacher can have Google Doc up on projector throughout activity to see the live action taking place.
    ILT Collaborative Inference - Google Doc
  • 22. BYOD + Standard = Rigor
    Scenario Two: Several cell phones with unlimited texting
    Premise: Class working to compose a high-quality response to Open-Ended Question
    Create Wiffiti page – www.wiffiti.com
    Round 1: Text your inference or answer to the question
    Round 2: Text one quote you could use to support that inference
    Round 3: Switch to transcript view to see all texts and begin to collaboratively compose the response
    Cell phones as learning tools? Text your opinions here.
  • 23. Science Readiness StandardFood chains and webs8th Grade
    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:
    (A)  describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater, and terrestrial ecosystems;
  • 24. BYOD + Standard = Rigor
    Scenario One: Teacher has one iPhone
    Premise: In groups, students have researched for half of class to learn about relationships within a particular food web
    Teacher has the I am T-Pain or Karaoke app and each group selects one song
    Rewrite the lyrics to illustrate what they learned about the food web and impacts that could stem from certain factors being removed
    Record song through the app the next day. One group records at a time while the rest of the class works on vocabulary assignment.
    Each group uses song and discussion to teach class
    Student sample: Scientist Research project in Jason Bair’s Chemistry Class at Haltom High School
  • 25. BYOD + Standard = Rigor
    Scenario Two: Several students with cell phones that can e-mail
    Premise: In groups, students have researched for half of class to learn about relationships within a particular biome
    Groups create graphic representation of food web, take a picture of it OR make a video, ande-mail the class blog.
    In the e-mail, they will also pose a question in the style of TAKS/STAAR.
    Students can later return to blog posts and answer each other’s questions.
    Depending on each phone’s capability, students could post:
    Text and images
    Video
    All of the above!
  • 26. Let’s Try It!Subject line = Blog HeadlineBody = Blog Post
    byod.mobilelearning.research@blogspot.com
    Option One: Video
    Record video
    Choose to e-mail it
    Option Two: Text and Image
    Take a picture or search for a picture and save it
    Choose to e-mail it
    Add text to the body of the e-mail
    Option Three: Text only
    Send a basic e-mail
    View
    Blog
  • 27. Math Readiness StandardFunctions and their graphsAlgebra 2
    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:
    B)   relate representations of quadratic functions, such as algebraic, tabular, graphical, and verbal descriptions
  • 28. BYOD + Standard = Rigor
    Scenario: several cell phones with picture and/or video and e-mail capabilities
    Premise: Sample activity in CCO
    Students given an algebraic equation. They fill in the other 3 areas. Take picture of completed chart and post to blog site.
    They also include directions for a shift of the quadratic (ex: shift two units to the left)
    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.
    Access to student-created review materials
    Interesting Article: Cellphonometry
  • 29. BYOD + Standard = Rigor
    Students create multiple representations of quadratic functions
    Take picture and e-mail to Flickr page
    Teacher can then project pictures and:
    Whole class analysis of representations followed by translation to the other types of representations
    Use as warm-up or quiz artifacts
    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.
    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.
    E-mail to post: exam71race@photos.flickr.com
    Photostream: www.flickr.com/byod21/
  • 30. Social Studies Readiness StandardEconomics and industrialization8th Grade
    (13) Economics. The student understands how various economic forces resulted in the Industrial Revolution in the 19th century. The student is expected to:
    (B) identify the economic factors that brought about rapid industrialization and urbanization. Readiness Standard
  • 31. BYOD + Standard = Rigor
    Premise: Cooperative Learning Project
    Students research factors that led to Industrial Revolution and their impacts on the period
    Draw conclusions about impact of topic on modern American and global issues
    Design lesson to teach classmates
    Possible BYOD Insertion Points
    Research
    Project Organization and Productivity
    Create presentation materials
    Use PollEverywhere or Google Form for presentation critiques
    Use Wiffiti wall for classmates to ask questions of presenters
  • 32. Social Studies Readiness StandardAbolitionist Movement8th Grade
    (24) Culture. The student understands the major reform movements of the 19th century. The student is expected to
    (A) describe the historical development of the abolitionist movement Readiness Standard
  • 33. BYOD + Standard = Rigor
    Premise: Students work in small groups to research assigned topics such as key figures, events and policies that affected the Abolitionist movement.
    Each group assigned topic at beginning of class and engages in mobile research for 20 minutes.
    Each group must gather the following and post to blog via mobile e-mail:
    E-mail #1: Picture and three key facts
    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.
    Multimedia project with collaboration complete in one class period! Class or individual students can return to blog for review or extension activities.
  • 34. BYOD: Lunch and Learn