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BYOD: Richland Middle School


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BYOD: Richland Middle School

  1. 1. What was your take away from this morning’s new learning?<br />Use your mobile device to either:<br />Record a video response<br />Take a picture and write a response<br />Simply write a response<br />E-mail to:<br /><br />View responses at:<br /><br />
  2. 2. Rigor and Relevance: Preparing for Readiness<br />
  3. 3. Upgrading Curriculum<br />
  4. 4. Montgomery, K. (2010). Mobile phones for learning [Web log message]. Retrieved from<br />
  5. 5. What got my gears turning<br />
  6. 6. Students<br />and their<br />Device Stats<br />Pew Internet and American Life Project<br />Speak Up: We Want BYOD<br />
  7. 7. My big sister took my advice…<br /><br />Lesson details<br />That was actually one of the best days I have ever had as a teacher!<br />All of the 7th grade teachers gave the same assessment. All of my kids got As…and well, all of their kids did not. You were right. It worked!<br />
  8. 8. 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 />
  9. 9. 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 />
  10. 10. 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 />
  11. 11. 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 />
  12. 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. 13. What deep learning needs to result from this learning opportunity?
  14. 14. Where should a 21st century tool or skill be inserted within the lesson cycle?
  15. 15. Delivery / Investigation
  16. 16. Student Practice
  17. 17. Student Demonstration of Mastery?
  18. 18. Where will a substitution make the learning richer and more meaningful for students?</li></ul>Start with <br />one!<br />
  19. 19. 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 />
  20. 20. 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 />Google Doc 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 /><br />
  21. 21. 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 –<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 />Also check out<br />
  22. 22. 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 />
  23. 23. 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 />
  24. 24. 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, and e-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 />
  25. 25. Let’s Try It!Subject line = Blog HeadlineBody = Blog Post<br /><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 />
  26. 26. Math Readiness StandardAlgebraic Thinking8th Grade<br />8.4 Patterns, relationships, and algebraic thinking. The student makes connections among various representations of a numerical relationship. The student is expected to generate a different representation given one representation of data such as a table, graph, equation, or verbal description.<br />
  27. 27. BYOD + Standard = Rigor<br />Scenario: several cell phones with picture and/or video and e-mail capabilities<br />Premise: Sample activity in CMP<br />Students create an image to represent the problem and write one equation.<br />E-mail picture of image and equation to blog.<br />Groups switch so that they are viewing the blog post of another group and type text or make a video to explain another equation and why it is equivalent.<br />Access to student-created review materials<br />Interesting Article: Cellphonometry<br />
  28. 28. BYOD + Standard = Rigor<br />Students create a swimming pool like those in book.<br />Take picture and e-mail to Flickr page<br />Teacher can then project pictures and:<br />Whole class analysis of dimensions and equivalent equations<br />Use as warm-up or quiz artifacts<br />OR Students can individually, or in groups, comment on Flickr posts with multiple equivalent equations as well as the process taken and reasons why the equations are equivalent.<br />The key is that students should practice explaining the process to ultimately help uncover relationships between symbolic representations.<br />E-mail to post:<br />Photostream:<br />
  29. 29. 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 />
  30. 30. 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 />
  31. 31. 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 />
  32. 32. 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 />
  33. 33. BISD BYOD in Action<br />World Geography<br />Literature Circles<br />ELA Exchange<br />Visual Rhetoric<br />Scientists Research<br />BYOD Blog<br />My family wants in on BYOD, too!<br />Sister’s 7th Grade ELA<br />Mom’s Fashion Marketing<br />
  34. 34. Visit the BYOD Blog for More<br />
  35. 35. BYOD Task Force – May 2011<br />E-mail if you are interested in joining to: research, try out, assess and continuously improve the implementation of student-owned devices as learning tools in BISD classrooms.<br />You may also await more information that will come to you in the next weeks from your principal and/or ITS.<br />