i2i presentations 5-25-2011

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Details of lessons/activities in the i2i Mobile Learning pilot.

Details of lessons/activities in the i2i Mobile Learning pilot.

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  • 1. i2i teachers presenting
  • 2. i2i Lesson Title
    • Teacher(s) name
    • Lesson Wiki link
    • Highlights of lesson and benefits for teaching/learning with iPad
    • Comparison to previous delivery of lesson
    • Student assessment/feedback
  • 3. World War II Propaganda
    • Pat Block, Erin Wise, Vince Springer, Keith Hannigan
    • http://shsmobilelearning.pbworks.com/w/page/35278486/Social-Studies_World-History
    • Highlights of lesson and benefits for teaching/learning with iPad
    • Compared to other lessons, we found the activity to be very beneficial for our students.  It was interactive for all of our students, and it enhanced their learning as it made it more visual and personal for them.  As a teacher, we found the process to be time-consuming to set up, and time-consuming to create the ibook.  
    • The students really enjoyed the change of pace in the classroom, and seemed to take responsibility in their own learning with the personal device.
  • 4. iPAD and the Supreme Court
    • Elbaum
    • Quick access to information and increased interest in lesson
    • Students were able to hear directly from the Supreme Court justices rather than my description of their opinions
    • Enhancement over previous lessons
  • 5. i2i Lesson: PSA & Paperless Research
    • Stephen Heller
    • http://shsmobilelearning.pbworks.com/w/page/35278396/Communication-Arts_Junior-CP-English
    • Audio Boo and Evernote
    • 30 second PSA and paperless note taking
    • Paperless, interactive, multimodal.
    • Very positive; allowed students to fully prepare for the open forum—a live presentation of their research.
  • 6.
    • Jane Klewin
    • http://shsmobilelearning.pbworks.com/w/page/35278422/Physical-Welfare_FreshmanPE
    • Video clips and google docs.
    • Benefits: Work at own pace. Rewatch clips.
    • Ask questions/give feedback
    • privately through Google form.
    • The students had never done this type of activity
    Body Image
  • 7. QR Code (Simón Dice)
    • Anthony Reibel (Spanish 2 team: Zara Dittman, Anna Gorbikoff, Mike Martinez, Lori Polin-Silva, Christy Psihogios, Anthony Reibel, Sheryl Sager, Nicole Serrano)
    • http://shsmobilelearning.pbworks.com/w/page/35278500/World-Languages_Spanish-2
    • Total Engagement! Speaking, Reading, Writing
    • Student generated/Student centered
    • Best day of their lives!
  • 8. Spanish 2 Activities
  • 9. i2i Introduction To the Cat Dissection
    • Christine Pfaffinger, Christina Wood & Amerigo Carnazzola
    • Lesson Wiki link
    • Highlights of lesson and benefits for teaching/learning with iPad
      • iBook
      • Cat Anatomy Flash Card APP
      • QUIA quiz based on Safety Tutorial
    • Comparison to previous delivery of lesson
      • All students have the “best seat in the house”
      • Grading/Feedback faster with QUIA
    • Student assessment/feedback
  • 10. Algebra Regression
    • V.Consiglio, F.Dudic, B.Habel, P.Kim, Jen Miller
    • http://shsmobilelearning.pbworks.com/w/page/35278415/Mathematics_Algebra-1
    • Students were able to view videos of events that model the functions learned throughout the year.
    • Instead of just looking at a table, the students saw the video of an event. The table values were the time and distance values taken from the video.
    • Students found a regression equations of each type of model, answered questions and put the answers into a Google form.
  • 11. Quadratic Applications
    • V.Consiglio, F.Dudic, B.Habel, P.Kim, Jen Miller
    • http://shsmobilelearning.pbworks.com/w/page/35278415/Mathematics_Algebra-1
    • Students were able to view videos of events that could be modeled by a quadratic function.
    • Instead of just looking at a table, the students saw the video of an event. The table values were the time and distance values taken from the video.
    • Students found a regression equation, answered questions and put the answers into a google doc.
  • 12. i2i Lessons: Applied Arts
    • Christina Erickson, Sara Lohrmann, Alison Miralgio, & Katie Miquelon
    • http://shsmobilelearning.pbworks.com/w/page/35278391/Applied-Arts_Foods
    • Apps: Big Fork Little Fork, Idea Sketch, I-book, Adobe Ideas, Whole Foods, Audio Boo, and Shoe Designer.
    • Was more student driven, worked at their own pace, more individualized, restricted freedom on the facts they used. Was more difficult to do cooperative learning because each student wanted to control the technology.
    • Student’s didn’t connect to the information to being on an assessment, thought it was fun, wanted to use them again.
  • 13. World War II Propaganda
    • Pat Block, Erin Wise, Vince Springer, Keith Hannigan
    • http://shsmobilelearning.pbworks.com/w/page/35278486/Social-Studies_World-History
    • Highlights of lesson and benefits for teaching/learning with iPad
    • Compared to other lessons, we found the activity to be very beneficial for our students.  It was interactive for all of our students, and it enhanced their learning as it made it more visual and personal for them.  As a teacher, we found the process to be time-consuming to set up, and time-consuming to create the ibook.  
    • The students really enjoyed the change of pace in the classroom, and seemed to take responsibility in their own learning with the personal device.
  • 14. Titration Simulator
    • Jin Kyung Hwang
    • http://shsmobilelearning.pbworks.com/w/page/35278450/Science_ACC-Chemistry
    • Ability to work on students’ own pace
    • Individual feedback for the students
    • Demonstration  self discovery
    • The students enjoyed the experience and was eager to use it again.
  • 15. i2i Externalities an Intro
    • Sandra Wright
    • http://shsmobilelearning.pbworks.com/w/page/40509442/Wright-Externalities-lesson
    • Students created graphs of negative and positive externalities and identified govt. responses to these market failures
    • Takes longer than it used to but students were able to go at their own pace and move back and forth within the lesson to review materials as needed
    • They were bummed about using the iPads for something productive but I did get some really accurate graphs from students that I normally don’t see work from.
    • Students did like being able to control their own pace and wanted to be able to go back to using the iPads when they realized they could use the work they completed on the iPad in other venues.
  • 16. I2i AP Psychology Review of the Neuron/Nervous System
    • Laurie Feinzimer
    • http://shsmobilelearning.pbworks.com/w/page/35278460/Social-Studies_AP-Psychology
  • 17. Highlights of lesson and benefits for teaching/learning with iPad
    • Created a review of the Neuron/Nervous system for AP Psychology
    • Used the 5 steps for a 5 App
    • Created an Epub Document
    • Use of ibooks
    • Allowed Students to review at their own pace
    • Provided immediate student feedback with explanation for their understanding or lack of understanding
    Laurie Feinzimer
  • 18. Comparison to previous delivery of lesson
    • Previously lesson would have used a powerpoint
    • Would not have allowed students to move through the information at their own pace
    • Did not allow students to be able to review while other students were still learning content
    • Allowed for easier and more efficient use of our time and provided more immediate feedback
    Laurie Feinzimer
  • 19. Student assessment/feedback
    • Students felt the epub document through ibooks was easy to access, clear, and concise
    • Students appreciated the ability for them to work at their own pace and take whatever information they needed
    • Students loved the 5 steps to a 5 App and the ease with which they were able to review and receive immediate feedback
    Laurie Feinzimer
  • 20. Civics TERM-ament/ + eBooks
    • AP American Government Team
    • Check out http://citizenu.org
    • http://shsmobilelearning.pbworks.com/w/page/35278479/Social-Studies_Government-AP
    • Using Google forms to collect student responses in a 64 word Civics TERM-ament. Remediating, reviewing and reflecting through eBooks. Using original text and video to CRAM FOR THE EXAM.
    • What was it like before the wheel?
    • “ So this is the 21 st century. It’s about time.”
  • 21. WW2 Propaganda techniques
    • Sherwin
    • http://shsmobilelearning.pbworks.com/w/page-revisions/35278474/Social-Studies_Collaborative-US-History
    • Individualized learning
    • Individualized – less direct on teacher
    • Students enjoyed – students learned
  • 22. Supreme Court cases
    • Michelle Stone
    • AP American Government
    • www.streetlaw.org and www.oyez.org
    • In small groups, my students chose 3 Supreme Court cases of interest from streetlaw.org. After hearing a portion of oral argument from oyez.org, they shared whether they agreed with Court’s decision.
  • 23. Supreme Court cases
    • More student centered examination of Supreme Court cases. They were more engaged than when I had them just read about the cases.
    • My students told me this was really interesting because they liked hearing the actual Justices and the lawyers speaking about the case. It made the cases more “alive” as one student told me because they felt like they were in the Court.
    Michelle Stone
  • 24. i2i Lesson: Career Exploration
    • Kara Ward
    • http://shsmobilelearning.pbworks.com/w/page/35278482/Social-Studies_Economics
    • This lesson was a practical exploration of consumer finance. It was very compatible with the ipads. Students worked at their own pace for 6 class days. Most finished in class.
    • They completed a data sheet while they worked and attached word documents as needed.
  • 25. Comparison to previous delivery of lesson
    • Previously we used desktops in the link for this type of activity and while it was convenient for printing, they are increasingly unavailable. I preferred the iPad version of this activity and would not want to share computers from a cart.
    Kara Ward
  • 26. Student assessment/feedback
    • Students have mixed reactions to the iPad. Some are not yet comfortable with the technology. Websites that require flash are problematic. Still, I really liked the ability to switch from ibook to link and back and appreciate the availability of the iPads. I will create more lessons like this for future use!
    Kara Ward
  • 27. i2i Quia Reviews
    • Brandi Argentar
    • Highlights
      • 1:1 teaching
      • Reduces cheating
      • Increases formal/accurate data to teacher
    • Comparison
      • Working with partner, so unable to assess knowledge accurately
    • Student assessment/feedback
  • 28. Speech/Language Therapy: Articulation Nancy Eberhardt with Elizabeth Harris, Intern
    • http://shsmobilelearning.pbworks.com/w/page/36445643/SPED_SpeechLanguage
    • Combined three apps in lesson plan, each app targeting a different skills associated with improving articulation and intelligibility skills
    • Used Pocket SLP , Dragon Dictate and audioBoo
    • Using apps was another way of implementing similar lessons as before; however, the novelty and use of apps was very engaging and of high interest to students.
    • The apps increased visual feedback; audioBoo’s auditory feedback was similar to a tape recorder but the app allowed us to access and listen to the students away from school. Recording quality was high, thus giving us more qualitative data.
    • Students enjoyed this technology; were very engaged and they asked about using the different programs. Homework participation increased with use of audioBoo, as it gave students a way to practice and allowed SLP to hear what was
    • practiced away from the therapy room. Apps allowed for student
    • reflection of performance (self-assessment).
  • 29. Sensation and Perception AP Review
    • Nancy Fenton and Caroline Shupe
    • http://shsmobilelearning.pbworks.com/w/page/35278460/Social-Studies_AP-Psychology
    • Highlights: use of 5 Steps to a 5 AP Psychology and Eyes and Ears apps and a Google doc quiz
    • Comparison to previous delivery of lesson: more interactive for students, individualized review
    • Students responded positively to the iPads and some even purchased the apps for additional review on their own
  • 30. My adventures with iPads
    • Haan
    • + / - as I saw
  • 31. Benefits
    • + / - as I saw
      • + student interest in using the technology
      • + those who have apps – ready made lesson
      • and enrichment
      • + cool factor
      • + ebooks
    Haan
  • 32. minuses
    • - lesson preparation doubled
    • - security issues – handing out of hardware cuts into lesson plan
    • - no printing – critical issue
    • - lack of apps for history or economics (graphing app…..)
    • - ebooks – collections of readings ?
    Haan
  • 33. Graphing App
    • Josh Hjorth- Algebra/Geometry Prep
    • http://shsmobilelearning.pbworks.com/w/page/40537176/SPED_Alg_Geo-Prep
    • Highlights: User friendly, able to switch between graph and calc easily, students’ motivated, self-pacing
    • Previously: Students did not have/could not afford graphing calculators. Forgot calc, Not able to follow along with class. With IPADS: Ability to be on task improved, all students had access, wide touch screen helps those with motor issues, self-pacing
    • Students really enjoyed being able to see the graph (bigger screen), liked punching in the information, and
  • 34. i2i Applied Health- A&PLesson
    • T. Loew
    • http://shsmobilelearning.pbworks.com/w/page/35278425/Physical-Welfare_Health-Education
    • Human Anatomy- Muscles Prime Movers
    • Using app "Mybody”, biomechanical terms & game similar to "simon sez”   The app will actually name the muscle if the cursor is held over the illustration. Students collaborated successfully ID the correct muscle.
    • NFPT test 1 increased- 6% ave on more rigorous test.
    • Students enjoyed the lesson, fun, “got-it”
  • 35. i2i Lesson: Climate Change
    • John Deppong
    • http://shsmobilelearning.pbworks.com/w/page/40248453/Science_CP_Environment_Science
    • Students used Keynote to construct a presentation on ecological effects of climate change in specific areas of the U.S.
    • Previously, all presentations were made using Power Point on the school laptops.
    • Students were assessed on the presentation using a rubric that was presented to them at the beginning of the project. A general discussion was had with students after the project and their feedback was generally negative. One positive comment was that each student was able to use an iPad as opposed to the laptops.
  • 36. Instructional Computer Applications/Job Skills: Listening for Details
    • Jillian Grady
    • Lesson Wiki link:
      • http://shsmobilelearning.pbworks.com/w/page/36860778/SPED_ComputerApplications
    • Highlights/benefits: individualized pace, differentiated instruction, individualized based on strengths and weaknesses
    • Student assessment/feedback: enjoyed working at a pace comfortable for them
      • Would have benefitted from a pause/stop button on the
      • individual video clips
  • 37. Speed of Sound
    • Dave Eddy, Chad Hager, Mark Linnenburger
    • http://shsmobilelearning.pbworks.com/w/page/35278447/Science_AC-Physics
    • Highlights of lesson
      • Student Data collection: accurate and fun
      • Student Data analysis: quick, visual, new ability to analyze data
    • Comparison to previous delivery of lesson
      • Not able to do this – before we gave frequency and students measured length of tube, now we gave length of tube and students can measure frequency… new graphs, new analysis
    • Student assessment/feedback
      • Students engaged, understanding of relationship was clearer, able to connect to real life (authentic)
  • 38. i2i Lesson: 1950s Culture
    • Paul Mazzuca and Dave Frantonius
    • http://shsmobilelearning.pbworks.com/w/page/35278470/Social-Studies_AP-US-History
    • Using iBook to present a 1950s culture lesson in APUSH
    • Students were able to read and watch at their own pace and make comparisons to the myths and realities of 1950s American life
    • Student enjoyed the video clips embedded in the iBook.
  • 39. Problem Solving
    • Sandi Millman
    • http://shsmobilelearning.pbworks.com/w/page/36445629/Student-Services_Study-Skills
    • Problem Solving/ StoryKit
    • Worksheets – Overhead Projector -Google Forms/ video/StoryKit Paperless lesson for “going green”
    • Students were on task
    • Felt comfortable sharing their feelings
  • 40. Lifeguarding
    • John Schauble
    • http://www6.distrtict125.k12.il.us/jschaubl/lifeguarding.pdf
    • Students read 3 Chapters in iBook Adult, Child and Infant CPR, The Lifeguard (The Role of a Lifeguard) and Swimming Pool Hazards. Each student completed a test on the Lifeguarding App on iPad.
    • Comparison to previous delivery of lesson
    • Student assessment/feedback
  • 41. Conic Sections: It’s Not Just a Set of Points
    • Cheryl Singley and LouAnn Tollefson
    • http://shsmobilelearning.pbworks.com/w/page/35278409/Mathematics_Adv+Alg+Honors-Precalc
  • 42. “ The Book” Cheryl Singley and LouAnn Tollefson
  • 43. What we Loved
    • Student centered vs. teacher delivered
    • Student responsible for their own understanding
    • Students working at their own pace
    Cheryl Singley and LouAnn Tollefson
  • 44. What We Did not Love
    • Teacher time commitment is significant
    • Internet use was slow!
    Cheryl Singley and LouAnn Tollefson
  • 45. “ Real Life” Example 1 Cheryl Singley and LouAnn Tollefson
  • 46. “ Real Life” Example 2 Cheryl Singley and LouAnn Tollefson
  • 47. “ Real Life” Example 3 Cheryl Singley and LouAnn Tollefson
  • 48. “ Real Life” Example 4 Cheryl Singley and LouAnn Tollefson
  • 49. AP PSYCHOLOGY REVIEW
    • Jenna Breuer
    • http://shsmobilelearning.pbworks.com/w/page/35278460/Social-Studies_AP-Psychology?rev=1304298709
    • HIGHLIGHTS:
      • epub, 3-d Brain, 5 steps to a 5 quiz, google doc quiz.
    • COMPARISONS:
      • Nice introduction quiz to initiate questions for review. Helpful to have the visual image of the brain. Students were able to navigate the epub and ask questions at their own pace.
    • FEEDBACK:
      • Students were able to see instant feedback on their assessments. They could then see the topics they still needed to master.
  • 50. The Start of World War II
    • Ed Wissing
    • http://shsmobilelearning.pbworks.com/w/page/35278474/Social-Studies_Collaborative-US-History
    • Video clips were incorporated into the book, allowing students to see and listen as well as read about the start of World War II
    • Previous delivery was with PPT-this was more interactive. Students were able to replay the video clips and move at their own speed
    • Students enjoyed – students learned!
  • 51. APES Review goes online
    • Lisa Thoss (Don Carmichael & Jason Carlson)
    • http://shsmobilelearning.pbworks.com/Science_AP-Environmental-Science
    • As a part of the review process students took an AP practice test, this was followed by remediation of all of the units that they did not master (received less than 75%).
    • The past remediation was a double-sided worksheet for each unit, we created online Quia quizzes for each of the 16 units. Students earned credit with 80% or higher.
    • In a Google survey given to my 60 students: 79% of the students found that the AP practice test was an accurate measurement of what they did not know, 58% of students said that they preferred using the online Quia quizzes vs. a worksheet
  • 52. Daily Routines with StoryKit App
    • Katie Coppin
    • http://shsmobilelearning.pbworks.com/w/page/35278496/World-Languages_Spanish-1
    • Enhanced creativity, focus and overall quality and *productivity.
    • Voice recordings
    • Email submission and student/teacher sharing of student work
  • 53. Examples of Student Work with StoryKit http://iphone.childrenslibrary.org/cgi-bin/view.py?b=dmfltfq6lvmgmmqwggje Katie Coppin
  • 54. http://iphone.childrenslibrary.org/cgi-bin/view.py?b=4b5xzktnj6rwsydfunvu Examples of Student Work with StoryKit Katie Coppin
  • 55. Examples of Student Work with StoryKit http://iphone.childrenslibrary.org/cgi-bin/view.py?b=eegel6tygprdtthnpq5t Katie Coppin
  • 56. Review of Parametric Equations
    • Robert Gammelgaard
    • http://shsmobilelearning.pbworks.com/Mathematics_AP-Calculus-BC
    • By using the iPad’s color display and processing speed students were able to distinguish between different curves and points on the curves.
    • 89% enjoying using the iPad.
    • 67% learned more using the iPad than using their calculator.
    • “ The graphing calculator HD application was easily accessible and helped me to visualize the behavior of the graphs (especially the tracing function, with different colors). Also, it was fun to take notes (without wasting paper in my notebook).”
  • 57. Earthquake Lesson: Natural Science
    • Mary Ragusa
    • Lesson Wiki link
    • Students able to make connections between earthquakes and plate tectonics on their own. High student engagement.
    • Students were physically able to see and search for fault lines and recent earthquakes rather than being shown by the teacher.
    • Able to read and view images and video clips at their own pace in an ePub document converted to a book viewable on iBooks.
    • Students assessed by a Google docs quiz.
    • Positive student feedback about activity. Students wanted more time with the earthquakes app.
  • 58. Sensation and Perception AP Review
    • Nancy Fenton and Caroline Shupe
    • http://shsmobilelearning.pbworks.com/w/page/35278460/Social-Studies_AP-Psychology
    • Highlights: use of 5 Steps to a 5 AP Psychology and Eyes and Ears apps and a Google doc quiz
    • Comparison to previous delivery of lesson: more interactive for students, individualized review
    • Students responded positively to the iPads and some even purchased the apps for additional review on their own
  • 59. Incorporating iPads into Fitness Center.
    • Scott Sommers
    • www6.district125.k12.il.us/~scsommer/FITNESSWORKOUT.epub
    • Students challenging themselves by learning new exercises they have never performed before.
    • Students being able to problem solve and refer back to ibook for further directions and to the App to show a video and description of each exercise.
    • Student’s indicated having mostly positive experiences and found some positive use for applying this App into their normal workout routine.
  • 60. i2i Lesson: PSA Commercial
    • Beth Ahlgrim
    • Goal of assignment: write a persuasive 30-60 sec commercial spot
    • Reading fluency: understanding tone, main idea, punctuation
    • Can efficiently assess student reading fluency and persuasive skills. A large part of assessing students’ comprehension connects directly to how each student reads text.
    • Students worked in groups; unstructured
  • 61. Persuasive Images
    • Laura Brown and Jeremy Gertzfield
    • http://shsmobilelearning.pbworks.com/w/page/35278398/Communication-Arts_Soph-College-Prep
    • App=Reuters Galleries
      • High quality images, related to current events, allows for study of detail
    • More individualized, Students work at own pace, varied responses to share
    • Examine annotated images/discussion of persuasive impact
  • 62. Shakespeare in Bits: Macbeth
    • Jeremy Gertzfield
    • http://shsmobilelearning.pbworks.com/w/page/35278401/Communication-Arts_Sophomore-CP-English
    • Students can work at their own pace and can both see and hear a difficult text.
    • I am new to this course, so this is the only way I have executed the lesson.
    • Google doc quizzes before, during, and after reading.
  • 63. i2i Lesson: The He rtzs prung- Russe ll (H-R) Diagram
    • Matt Edstrom
    • Link:
    • Highlights of lesson and benefits for teaching/learning with iPad
    • Comparison to previous delivery of lesson
    • Student assessment/feedback
  • 64. Highlights of lesson and benefits for teaching/learning with iPad
    • Most “stars” in the sky represent basic stages within the life cycle of a star
    • Proportions of all stars represent the relative time spent within each stage
    • Each stage has a characteristic range of temperature and brightness
    • Plotting this data puts each star into one of about 4 categories.
    Matt Edstrom
  • 65.
    • Plot stars on graph
    • Color the ranges in temperature based on color
    • Your very own H-R Diagram!!
    Highlights of lesson and benefits for teaching/learning with iPad Matt Edstrom
  • 66.
    • Use data that students find to plot stars onto graph
    • Students can pick and choose the stars they want to use
    • As captivating as data entry can be
    • Most students ended up entering about 10-15 more stars than they needed
    • All sorts of other info for each star chosen (e.g. constellation, distance from Earth, Wikipedia entry, etc.)
    Highlights of lesson and benefits for teaching/learning with iPad Matt Edstrom
  • 67. i2i Lesson: ELL
    • David Jacobson
    • http://shsmobilelearning.pbworks.com/w/page/40230253/ELL
    • The use of Handbrake to strip DVDs of particular segments while putting these segments onto a Epub file. Students can listen and navigate at their own pace.
    • It went to slow for some students while too fast for others.
    • They liked the pace and engaging effects
  • 68. El etanol
    • AP Spanish language team
    • http://shsmobilelearning.pbworks.com/w/page/35278503/World-Languages_AP-Spanish-Language
    • Google Docs + ibook + Audioboo
    • language lab (audio only) vs iPad (multimedia)
    • “ fun”, “the class moved faster”, “I was more alert when I was learning”
    • “ The use of the iPad helped me understand the lesson better.” – 88% exit survey