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BYOD - Using Mobile Devices in the Classroom
- 1. Marlene Lang BYOD Lesson Plan
- 2. Target Audience & Timeframe • • • • Grade 7 Social Studies/ American History 2 to 3 class periods Image provided by Microsoft clip art for visual enhancement.
- 3. Lesson Content • Essential Question • What role did perspective and propaganda play in the recounting of the events of the Boston Massacre? • NJCore Conent Standard for Social Studies • 6.1.8.D.3a
- 4. Standards • 21st Century Skills • Collaboration, Critical Thinking, Problem Solving, Decision Making • Information Literacy • Organize gathered information, Examining bias • Technology Literacy • Communication and collaboration, Research and information fluency, Critical thinking, problem-solving, decision-making
- 5. Learning Outcomes/Goals • Identify and evaluate bias/point of view • Read an online text, and extrapolate and organize important details • Compare facts and a related image • Evaluate an image for the qualities of propaganda • Write a short-constructed response • Understand that people influence history
- 6. Necessary Technology • SMART Board/interactive whiteboard or Projector • iPads or tablets
- 7. Technological Considerations • Partner up! • Tablet Carts
- 8. BYOD Management • • • • • BYOD Policy Classroom Rules Labeling Desk Arrangement Tech Assistants
- 9. Classroom Activities • Entrance activity with QR code • Paired reading of a website • Creation of a web using the Idea Sketch app • Comparing of facts and an image • Decisions about perspective and propaganda • Individual short constructed response • Individual response to Poll Everywhere
- 10. Assessment Image provided by Microsoft clip art for visual enhancement. • Short constructed response • Student self-assessment • Teacher observation
Notes de l'éditeur
- This lesson and its accompanying activities are designed with the 7th grade social studies student in mind. This lesson can be done with either homogenously grouped or heterogeneously grouped students. The time to complete the lesson and activities in two to three class periods about 45 minutes in length.
- The essential or guiding question will provide a focus for the lesson. Throughout the lesson students will be using their newly gained knowledge of the Boston Massacre, and their schema or prior knowledge related to perspective and propaganda. This lesson also meets the NJ Core Content Standard for Social Studies, as the students will be examining how the colonists were responding to the Redcoats stationed in Boston by King George III.
- This lesson target not only the standards for NJ’s content standards, but those related to 21st Century Skills, Information Literacy, and Technology Literacy. There is an overlap between the 21st Century Skills and Technology Literacy standards. Throughout the lesson students will be asked to use higher order thinking and problem-solving skills such as comparing, and decision making.
- Through the activities included in this lesson the students will have the opportunity to use higher order thinking skills. They will need to read critically from an online text, and organize the main ideas from the text into a digital web. Once they have done the fact finding, they will compare the facts to an image related to the event, and evaluate the image for the qualities of propaganda. In the end they will understand that people and their choices influence history as an enduring understanding of the unit related to this lesson.
- A SMART Board or a projector will be necessary for displaying the QR codes that the students will need to scan with their tablets to access the components of the lesson. The QR codes will take them to their assignment digitally, the website for the text that they will need, and an image of the Boston Massacre. The majority of the work in the lesson will be done using a tablet.
- Having students partner with another student that has a tablet, or be sure to have the school’s tablet cart available for those that choose to work independently, or for partners that don’t have a tablet between them. If the school doesn’t have a tablet cart available, you can put students into groups of three’s, which is more difficult to manage, but can be done. Be sure to survey your students ahead of the lesson about tablet access to be better plan for tablet usage and needed considerations.
- The BYOD acceptable use policy will be reviewed with students prior to the lesson, if this is the first time using the devices, or there has been a significant amount of time between uses. This is probably best done the day before the lesson. My classroom rules and procedures are in place to manage the usage of the devices, and are visually displayed as well. Included in those rules is the permanent labeling of each personal device with the student’s name. All devices that are a part of a school set of tablets should be numbered, and students should be assigned to a specific tablet by number, and should use the same tablet for the entire lesson and its activities. Since the students will be working in partners for this particular lesson, the desks will be arranged prior to beginning so that partnerships can easily be identified around the classroom. Tables of four or two will work. Tech assistants for each class period will assist other students who need help using the technology, if the teacher isn’t available and the question can’t wait.
- Upon entering the classroom students will see a QR code on the SMART Board which will prompt them to get tablets out, or from the cart and scan the code. Once the code is scanned, the student will see their assignment, and can begin partnering and working. There is absolutely no loss of class time and getting right to business. The students will access a website through their assignment which they will read in their partnerships. The students will be focusing on the facts of the Boston Massacre, and add them to an idea web created using the app, Idea Sketch. They will then take the facts/details of what occurred, and compare them to the engraving done by Paul Revere, The Bloody Massacre. After comparing the ideas in the web with the image, students will need to decide if Revere’s engraving could be used as propaganda during the time period, and be able to explain why in a short constructed response that provides the qualities of propaganda that are used by Revere, and how by supplying information from the image in comparison to the facts that they gathered. The short constructed response will be done individually and may be completed by hand or, on the tablet and emailed to the teacher. This will depend upon the available of tablets in the classroom. The last activity that the students will be involved in is a poll. They will use Poll Everywhere and answer the question, “Who is to blame for the Boston Massacre?” There are four answer choices. The poll data will be shared with the students via the SMART Board, or projector, and used as a jumping off point to discuss perspective and what transpired during the Boston Massacre.
- The students’ short constructed responses will be grade using a rubric that includes indicators such as historical accuracy, support of ideas, completeness of response, and use of proper spelling and capitalization. Each student will complete a self-assessment/evaluation for their collaboration and communication, as well as their means of problem solving by describing the problem(s) that occurred and how their were able to solve them. They will also include what they need to improve upon for the next self-directed lesson, so that they can be even more successful. The teacher will be observing the students in regard to the 21st Century Skills, as well as the information and technology literacy standards. The observation will be documented on a matrix with a rating scale for the degree to which each student met the standards. This rating scale can be individual to the teacher.