byod: richland middle school
TRANSCRIPT
+What was your take away from this morning’s new learning?
Use your mobile device to either: Record a video response Take a picture and write a response Simply write a response
E-mail to:
View responses at:
richlandrams.blogspot.com
+
Rigor and Relevance: Preparing for Readiness
+Upgrading Curriculum
+
Montgomery, K. (2010). Mobile phones for learning [Web log message]. Retrieved from http://thinkingmachine.pbworks.com/w/page/22187696/MITC-2008
+ What got my gears turning
+
Pew Internet and American Life ProjectSpeak Up: We Want BYOD
Students
and their
Device Stats
+My big sister took my advice…
graybook7.blogspot.com
Lesson details That was actually one of the best
days I have ever had as a teacher!
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!
+
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 Student HandbookElectronic Communication Devices (AUP)
BISD Secondary Handbook, p. 30BISD Elementary Handbook, p. 26
+
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
Design for Success: Pre-Planning
+Design for Success: Classroom ManagementRespect
Release the need to be 100% in control
Hands-on learning = Hands-on management
Positive Effects:Brings devices out of hidingPuts devices to use of teacher’s designStudent buy-in and appreciation
+
One-device classroom
Informal device sharing
Collaborative grouping with role of mobile gatekeeper
Appoint jobs (Fact finders, Word searchers, Communicators, etc.)
Grouping Strategies
+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?
•What deep learning needs to result from this learning opportunity?
•Where should a 21st century tool or skill be inserted within the lesson cycle?
•Delivery / Investigation•Student Practice•Student Demonstration of Mastery?
•Where will a substitution make the learning richer and more meaningful for students?
Start with one!
+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)
+BYOD + Standard = Rigor
Scenario One: Classroom with multiple Smart Phones Premise: Students have read a passage and are given 3 Open-
Ended response questions Google Doc 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.
http://tinyurl.com/byodinference
+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.
Also check out http://corkboard.me
+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;
+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
+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, and e-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!
+Let ’s Try I t !Subject line = Blog HeadlineBody = Blog Post
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
+Math Readiness StandardAlgebraic Thinking8th Grade 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.
+BYOD + Standard = Rigor Scenario: several cell phones with
picture and/or video and e-mail capabilities
Premise: Sample activity in CMP
Students create an image to represent the problem and write one equation.
E-mail picture of image and equation to blog.
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.
Access to student-created review materials
Interesting Article: Cellphonometry
+BYOD + Standard = Rigor Students create a swimming pool like those in book.
Take picture and e-mail to Flickr page
Teacher can then project pictures and: Whole class analysis of dimensions and equivalent equations Use as warm-up or quiz artifacts
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.
The key is that students should practice explaining the process to ultimately help uncover relationships between symbolic representations.
Photostream: www.flickr.com/byod21/E-mail to post: [email protected] ickr.com
+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
+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
+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
+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.
+BISD BYOD in Action World Geography
Literature Circles
ELA Exchange
Visual Rhetoric
Scientists Research
BYOD Blog
My family wants in on BYOD, too!
Sister’s 7th Grade ELA
Mom’s Fashion Marketing
+Visit the BYOD Blog for More Infobyodmobilelearning.blogspot.com
+
BYOD Task Force – May 2011
E-mail [email protected] 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.
You may also await more information that will come to you in the next weeks from your principal and/or ITS.