+

Rigor and Relevance: Preparing for Readiness

+Upgrading Curriculum

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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 Project

Teensand their

Telephones

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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

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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

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One-device classroom

Informal device sharing

Collaborative grouping with role of mobile gatekeeper

Appoint jobs (Fact finders, Word searchers, Communicators, etc.)

Grouping Strategies

+Visit the BYOD Blog for More Infobyodmobilelearning.blogspot.com

+BYOD: Lunch and Learn

+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!

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Creativity and Innovation

Communication and Collaboration

Research and Information Fluency

Critical Thinking, Problem Solving, and Decision Making

Digital Citizenship

Technology Operations and Concepts

+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 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

+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.

+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

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

+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

+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

+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.

Photostream: www.flickr.com/byod21/E-mail to post: exam71race@photos.fl 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.

+BYOD: Lunch and Learn