This document summarizes a presentation about managing a classroom with a Bring Your Own Device (BYOD) approach. The presentation discusses the BYOD policy at LaSalle College, different classroom management theories including behaviorism, lesson management, assertive discipline, choice theory, and orchestration. It also covers best practices for the use of technology in classroom management, including cloud storage platforms, collaborative editing tools, and classroom management apps. The document provides examples of how these theories and tools can be applied to a case study about engaging a disengaged student.
Classroom management theory presentation.notes.pptx.pdfIan Glasmann
Classroom management theories based on four leading models of theory: Student-Centered Management Theory, Choice Theory, Kohn's Student Directed Learning, and Positive Behavior Support (PBS).
In the past, Since learning of basic knowledge was very important. The behaviourist approach was generally use as traditional instruction. In this instructional approach, knowledge is merely abstracted and the “learning” and “teaching” process is viewed as individual process, and “learning” is conceived as the accumulation of stimulus-response association. Drill and practice play an important role in this process. Also, the assessment practice is mainly based on testing, basic knowledge. Because, the proof of learning
generally is seen as changing the behaviors and increasing the right answer in test,
Classroom management theory presentation.notes.pptx.pdfIan Glasmann
Classroom management theories based on four leading models of theory: Student-Centered Management Theory, Choice Theory, Kohn's Student Directed Learning, and Positive Behavior Support (PBS).
In the past, Since learning of basic knowledge was very important. The behaviourist approach was generally use as traditional instruction. In this instructional approach, knowledge is merely abstracted and the “learning” and “teaching” process is viewed as individual process, and “learning” is conceived as the accumulation of stimulus-response association. Drill and practice play an important role in this process. Also, the assessment practice is mainly based on testing, basic knowledge. Because, the proof of learning
generally is seen as changing the behaviors and increasing the right answer in test,
Characteristics of a Good Curriculum
The curriculum is continuously evolving
The curriculum is based on theneeds of the people.
The curriculum is democratically
The curriculum is the result of a long-term effort
Meaning, characteristics of learner-centered teaching, characteristics learner-centered learning, Need for learner-centered approaches in teaching, advantages, learner-centered teaching vs teacher-centered learning, teaching, Learner - centered techniques of teaching and their advantages.
A model is really the first step in curriculum development. A curriculum model determines the type of curriculum used; it encompasses educational philosophy, approach to teaching, and methodology. The good news is, unless you've been hired to design curriculum, you won't come across many curriculum models. However, it's good for educators to be familiar with the models used in their schools
The basic tenet of the dynamic or interactional models of curriculum development is that curriculum development is a dynamic and interactive process which can begin with any curriculum element (Print 1989, Brady 1990).
Walkers Model of Curriculum develop by Decker Walker 1971.
The proponents of this approach to curriculum development argue that the curriculum process does not follow a lineal, sequential pattern. Dynamic models have emerged from a more descriptive approach to curriculum where researchers have observed the behavior of teachers and developers as they devise curricula. Consequently the analytical and prescriptive approach, the very basis of the objectives and cyclical models, is not prominent in the dynamic models.
Platform
The three phases of Walker's model are the platform phase, the deliberation phase and the design phase. In the platform phase, platform statements made up of ideas, preferences, points of view, beliefs and values that are held by curriculum developers are recognized.
Deliberation
When the curriculum developers start discussing on the basis of the recognized platform statements, this is the second stage of deliberation, which is a complex, randomized set of interactions that eventually achieves an enormous amount of background work before the actual curriculum is designed (Print 1989 ).
Design
In this phase developers make decisions about the various process components (the curriculum elements). Decisions have been reached after extended discussion and compromise by individuals. The decisions are then recorded and these become the basis for a curriculum document or specific curriculum materials.
Characteristics of a Good Curriculum
The curriculum is continuously evolving
The curriculum is based on theneeds of the people.
The curriculum is democratically
The curriculum is the result of a long-term effort
Meaning, characteristics of learner-centered teaching, characteristics learner-centered learning, Need for learner-centered approaches in teaching, advantages, learner-centered teaching vs teacher-centered learning, teaching, Learner - centered techniques of teaching and their advantages.
A model is really the first step in curriculum development. A curriculum model determines the type of curriculum used; it encompasses educational philosophy, approach to teaching, and methodology. The good news is, unless you've been hired to design curriculum, you won't come across many curriculum models. However, it's good for educators to be familiar with the models used in their schools
The basic tenet of the dynamic or interactional models of curriculum development is that curriculum development is a dynamic and interactive process which can begin with any curriculum element (Print 1989, Brady 1990).
Walkers Model of Curriculum develop by Decker Walker 1971.
The proponents of this approach to curriculum development argue that the curriculum process does not follow a lineal, sequential pattern. Dynamic models have emerged from a more descriptive approach to curriculum where researchers have observed the behavior of teachers and developers as they devise curricula. Consequently the analytical and prescriptive approach, the very basis of the objectives and cyclical models, is not prominent in the dynamic models.
Platform
The three phases of Walker's model are the platform phase, the deliberation phase and the design phase. In the platform phase, platform statements made up of ideas, preferences, points of view, beliefs and values that are held by curriculum developers are recognized.
Deliberation
When the curriculum developers start discussing on the basis of the recognized platform statements, this is the second stage of deliberation, which is a complex, randomized set of interactions that eventually achieves an enormous amount of background work before the actual curriculum is designed (Print 1989 ).
Design
In this phase developers make decisions about the various process components (the curriculum elements). Decisions have been reached after extended discussion and compromise by individuals. The decisions are then recorded and these become the basis for a curriculum document or specific curriculum materials.
Teaching and learning theories from EDLE 5010jistudents
Directions:
Imagine you are the principal in a school with a large influx of new teachers who have been prepared to use constructivist teaching strategies and to distrust direct instruction. Your older teachers, on the other hand, are the opposite – they distrust the new constructivist approaches and believe strongly in “traditional teaching.”
Prepare a 20 minute (or longer) discussion/presentation about different theories of teaching and learning, including direct instruction. Include a PowerPoint presentation with recorded audio on the strengths and weaknesses of each of the learning perspectives discussed in this chapter –behavioral, cognitive, and constructivist. Be sure to discuss the situations for which the behavioral approach is best. Give at least one example for each approach. Make sure that during your presentation, you:
Consider the pros and cons of direct instruction
Contrast direct instruction with a constructivist approach to teaching
Examine under what situations each approach is appropriate
Propose and defend a balanced approach to teaching.
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
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How to Manage a Classroom with the BYOD Approach
1. LaSalle College: Ped Day 2017 October 6th, 2017
How to Manage a Classroom with the
BYOD Approach
Rafael Scapin, Ph.D.
Coordinator of Educational Technology
Dawson College
2.
3. • The Concept: What’s BYOD?
• LaSalle College BYOD Policy
• Classroom Management Theories
• The Use of Technology in Classroom Management
• Best Practices
• Questions
Content
4. Traditional Classroom (1350)
By Laurentius de Voltolina - The Yorck Project: 10.000 Meisterwerke der Malerei. DVD-ROM, 2002. ISBN 3936122202. Distributed by
DIRECTMEDIA Publishing GmbH., Public Domain, https://commons.wikimedia.org/w/index.php?curid=160060
13. Bring Your Own ____
In Montreal, you can can bring your own bottle
(BYOB) to many restaurants:
14. Bring Your Own ____
Restaurants in Newfoundland have started a new thing:
15. Bring Your Own Device (BYOD)
Bring your own device (BYOD) refers to technology
models where students bring a personally owned device
to school for the purpose of learning.
A personally owned device is any technology device
brought into the school and owned by a student (or the
student’s family), staff or guests.
BYOD: Definition
In French:
• Apportez Votre Appareil Numérique,
• Prenez vos appareils personnels – PAP
• Apportez votre équipement personnel de communication – AVEC
24. LaSalle College BYOD Policy
Acceptable Use
• Students may be blocked from accessing certain websites
during class hours
• Devices may not be used to store or transmit illict or illegal
content
• Harass others
• Engage outside buiness activities
Students may use their personal and mobile devices to:
• Browse any content related to their classes
• Use the school Learning Management System (Léa)
25. LaSalle College BYOD Policy
Device and Support
• Connectivity Issues (wi-fi) are supported by IT Services.
• The college is not responsible for operating systems or
hardware-related issues
• Students’ personal devices must be configured with standard
apps (browsers, office productivity software and security
tools)
26. LaSalle College BYOD Policy
Security
• In order to prevent unauthorized access, devices must be
password protected.
• Students are prevented from downloading, installing and
using any app that’s not related to the class.
• The college is not responsible for any harm caused to these
devices
27. LaSalle College BYOD Policy
Risks/ Liabilities/ Disclaimers
• It’s the student’s and the teacher’s responsability to take
additional precautions, such as backing up files, projects,
emails, contacts or other on cloud-based websites
(Omnivox, OneDrive, Google Drive)
29. Case Study
In the class of Mr. Smith, Jane is a very nice and quiet student.
She does not bother the class. However, Jane spends her time
during the course on her cellphone, which is not banned in
class.
She does not make any effort and never finishes the work
requested, she is content to be present and have fun on her
phone in the course.
Her classmates, who have known her for a few months, and are
unable to collaborate with her, simply do the work required in
the activities without her. Jane does not make any progress in
school.
30. Questions
1. What should the teacher do with: Jane,
her colleagues and the class?
2. What are the most important classroom
management actions for you?
34. Classroom Management
Classroom management is a term teachers use to
describe the process of ensuring
that classroom lessons run smoothly despite
disruptive behavior by students.
The term also implies the prevention of disruptive
behavior.
35. Classroom Management
Evolution of Classroom Management
• Metacognition and Critical Thinking
• Management of the use of TM
• Team Management (Active Learning Classroom)
Active Classroom Management Techniques
• Old models (from the 1970s)
• In the presence of mobile technologies
• New teaching methods centered on the student
36. Classroom Management Theories
“Do not train children to learning
by force and harshness, but direct
them to it by what amuses their
mind, so that you may be better
able to discover with accuracy
the peculiar bent of the genius of
each.”
Plato
38. Classroom Management Theories
• Author of “The Science of Learning
and the Art of Teaching”(1954).
• Father of behavior modification in the
classroom
• He believed that a student’s behavior
could be reshaped through the use of
reinforcements.
39. Classroom Management Theories
• His work is based upon the idea that learning is a function of
change in overt behavior.
• According to Skinner, changes in behavior are a result of
individuals’ responses to events, or stimuli, that occur in their
environment.
• When a stimulus-response (S-R) pattern is rewarded, the
individual is conditioned to respond similarly in the future.
• The key to Skinner’s theory is reinforcement, or anything that
strengthens the desired response.
Behavior Management Theory: Skinner (1960)
40. Classroom Management Theories
• Skinner’s work in operant conditioning has been integrated into
both classroom management and instructional development.
When applied to programmed instruction, the following should
occur:
• Practice should occur in a question-answer format that exposes
students to information gradually through a series of steps.
• The learner should respond each time and receive immediate
feedback.
• Good performance should be paired with secondary reinforcers
like praise, prizes and good grades.
• Instructors should try to arrange questions by difficulty so the
response is always correct, creating positive enforcement.
Behavior Management Theory: Skinner (1960)
41. Classroom Management Theories
Behavior Management In the Classroom
Teacher Praises Teacher ApprovalInstant Reward
Providing Compliments, approval and encouragement.
Ratio of five compliments for every one criticism is
seen as the most effective in altering behavior in a
desired manner.
42. Classroom Management Theories
Lesson Management: Jacob Kounin (1970)
First detailed scientific analysis of the relationship
between teacher and student behavior.
Three major dimensions:
• withitness or "having eyes behind the head"
• overlapping or "teacher's ability to participate in two
events at the same time"
• smoothness or "the absence of sudden change that
may cause students to stop an activity and initiate
another in a timely manner or to hinder their thought"
43. Classroom Management Theories
Lesson Management: Jacob Kounin (1970)
It is necessary :
• continue the momentum or "the rhythm of the
activity".
• learning-related variety or "diversity of activities
proposed to students to prevent students from
reaching a state ofsaturation where boredom leads
them to disengage
44. Classroom Management Theories
Case Study According to Kounin
1. Observe Jane and show her that her deviant behavior
is perceived.
2. Approach her physically in the classroom and ask her
questions to involve her.
3. Provide interesting, varied and challenging learning
activities that lead the entire group to participate to
engage it.
4. Suggest Jane help with the designated tasks and ask
her what else how to help.
45. Classroom Management Theories
Case Study According to Kounin
5. Speak to Jane during group discussions to get her
involved in the activities.
6. Start by asking her simple questions that require yes
or no answers and encourage her little by little.
6. Recognize the progress that Jane makes even if they
are minimal and challenge her to do even more.
7. Assign Jane's responsibilities within the group and
not leave her aside because she refuses to work, do not
allow her time to be distracted.
46. Classroom Management Theories
Assertive Discipline: Canter (1976)
Teachers implement a clear structure and organization
to their classroom
• Every facet of the class environment is controlled by
the teacher
• Rules are carefully chosen and are clearly understood
by students
• Teacher expectations are known and explicitly stated
• There are positive and negative consequences
dependent on student behavior
• Acknowledgement and praise to reinforce positive
behavior in students
47. Classroom Management Theories
Assertive Discipline: Canter (1976)
Environment Modifications:
• Classroom rules and expectations are posted and easily
accessible for students to refer to.
48. Classroom Management Theories
Choice Theory: William Glasser (1998)
William Glasser, who developed Choice
Theory, believed that students are
motivated by four basic needs:
belonging, power, freedom and fun
If teachers can create an environment that satisfies
these needs, Choice Theory states that students will be
able to exercise self-control, thereby eliminating the
need for teacher-imposed discipline to manage the
classroom.
49. Classroom Management Theories
Choice Theory: Glasser (1998)
In a Choice Theory classroom
Teachers:
• create a “kind” environment
• expose students to different ideas and guide students in
exploring areas of interest
• follow through on rules and regulations agreed upon by
teacher and students together
• provide differentiation options, thereby benefiting
exceptional learners, since each student is allowed to
pursue his or her own interests.
50. Classroom Management Theories
Choice Theory: Glasser (1998)
In a Choice Theory classroom
Students:
• actively participate in setting up rules and regulations
for the classroom
• explore concepts that motivate them and are
intrinsically interesting to them
• accept teacher guidance in understanding the choices
they make
The Classroom: Reflects student interests
51. Classroom Management Theories
Choice Theory: Glasser (1998)
Two dimensions:
1. Satisfaction of basic needs: survival, belonging, power,
pleasure and freedom. Cooperation fosters the satisfaction
of needs.
2. The teaching style of the teacher: proposing activities
stimulate students, and help them, privileged way to carry
out the activity.
52. Classroom Management Theories
Case Study According to Glasser
1. Analyze the classroom curriculum and environment to
ensure that the needs for belonging, power, pleasure and
freedom of Jane are satisfied.
2. Discuss the issue with Jane, without reprimanding her
and having Jane's opinion on the problem of her
disengagement and what the teacher can do to help.
3. Explain to Jane that the teacher knows she has difficulty
engaging in teaching activities.
53. Classroom Management Theories
Case Study According to Glasser
4. Ask Jane if there is anything you can do to make the
course more interesting for her, if there is something she
would like to do more particularly in the classroom or in
her group and if she would like to do it for a while.
5. Ask Jane or make her realize if there is something that
interested her more than others and that she would like to
know more and offer her assistance so that she knows
more about this subject that interests her.
54. Classroom Management Theories
Case Study According to Glasser
6. Ask Jane to suggest a different way of doing the course
that would make her want to learn more.
7. Do not show disapproval and not punish Jane, but
rather strive to communicate with she to each course in a
friendly tone of various subjects. Make her understand
that the teacher is interested in her and would like to
help her succeed.
55. Classroom Management Theories
Student Directed Learning: Alfie Kohn (2006)
Student-Directed Learning (SDL) reflects a
constructivist approach to learning and
discipline rather than a behaviorist
approach. Alfie Kohn, its developer, states:
Corollary: Students will have little opportunity to do that
kind of learning if teachers and administrators try to
control or manage their behavior.”
“Axiom: Students learn how to make good choices by
making choices, not by following directions.
56. Classroom Management Theories
Student Directed Learning: Alfie Kohn (2006)
The Classroom/Environmental Modifications:
• Teacher should be circulating among students
• Classroom discussions should be conducted by
students, not teacher
57. Classroom Management Theories
Student Directed Learning: Alfie Kohn 2006
Classroom Management Strategies
• Create a positive learning environment.
• Create a caring community where students
collaboratively work together to solve problems.
• Active participation, high interest activities, and
discovery.
• Rewards are unnecessary
• Provide opportunities for students to help students
• Demonstrate patience as student discovers their
learning style and strengths
59. Classroom Management Theories
Orchestration: Pierre Dillenbourg (2010)
Orchestration refers to how a teacher manages in real-
time multi-layered activities in a multi-constraints context.
Many pedagogical scenarios integrate individual activities
(e.g. reading), teamwork (e.g. problem solving) and class-
wide activities (e.g. lectures.).
Some of these activities are computer-based, some not;
some are face-to-face while others are on-line.
Good for Active Learning Classrooms
60. Classroom Management Apps
Orchestration: Pierre Dillenbourg (2010)
Orchestration refers to how a teacher manages in real-
time multi-layered activities in a multi-constraints context.
Many pedagogical scenarios integrate individual activities
(e.g. reading), teamwork (e.g. problem solving) and class-
wide activities (e.g. lectures.).
Some of these activities are computer-based, some not;
some are face-to-face while others are on-line.
Good for Active Learning Classrooms
61. Classroom Management Theories
Orchestration: Pierre Dillenbourg (2010)
This pedagogical integration is mirrored by the technical
integration of different tools (simulations, quizzes, wikis,
etc.) distributed over multiple artefacts (laptops,
sensors, tablets). These integrated scenarios require forms
of management referred to as orchestration.
Orchestration originates in some frustration. Why are
technologies under-exploited in the schools,
despite the fact that, in Western countries, computers and
Internet access are ubiquitous, teachers are
computer literate, educational software is available, … ?
63. Generational Learning Styles
Diagram Source: Corbett, S. (2008). Targeting different generations. In B. Hoffman (Ed.), Encyclopedia of Educational Technology
68. Group Activity
Discuss the pros and cons of a teacher and
student centered approach.
Which approach would be more effective
into a BYOD classroom?
Do you think we could have a blended
approach (teacher – student)?
78. Classroom Management Apps
https://itunes.apple.com/ca/app/classroom/id1085319084?mt=8
Apple Classroom
Classroom turns your iPad
into a powerful teaching
assistant, helping a teacher
guide students through a
lesson, see their progress,
and keep them on track.
With Classroom, you can
easily launch the same app
on every student device at
the same time or launch a
different app for each group
of students. Classroom helps
teachers focus on teaching
http://appleinsider.com/articles/16/03/21/apples-classroom-app-goes-live-to-bolster-ipad-in-education
80. Classroom Management Apps
http://www.nearpod.com
The Nearpod platform enables teachers to use their Tablet to
manage content on students’ mobile devices.
It combines presentation, collaboration, and real-time
assessment tools into one integrated solution.
Teachers use Nearpod to share content with their students and
to manage the flow of the lecture.
Students use Nearpod on their mobile devices to receive
multimedia content and to participate in engaging assessment
and collaboration activities.
83. Classroom Management Apps
http://www.socrative.com
Socrative is a cloud-based
student response system
developed in 2010 by
Boston-based graduate
school students.
It allows teachers to create
simple quizzes that
students can take quickly
on laptops, tablets and
smartphones.
Try quiz with teachers
84. Classroom Management Apps
http://www.kahoot.com
Kahoot is a collection of
questions on specific
topics. Created by
teachers, students,
business-people and social
users, they are asked in
real-time, to an unlimited
number of “players”,
creating a social, fun and
game-like learning
environment.
https://play.kahoot.it/#/k/b7196c74-d229-47c7-be11-6d21fa6871ad
86. Resources
Fundamentals of Classroom Management
Resources for developing routines, fostering classroom community,
managing disruptions, and building student relationships.
https://www.edutopia.org/article/new-teachers-classroom-management-resources
87. “If you can change a classroom, you
can change a community, and if you
change enough communities you can
change the world.”
Erin Gruwell