Ce diaporama a bien été signalé.
Nous utilisons votre profil LinkedIn et vos données d’activité pour vous proposer des publicités personnalisées et pertinentes. Vous pouvez changer vos préférences de publicités à tout moment.

How to Manage a Classroom with the BYOD Approach

22 706 vues

Publié le

Presented at LaSalle College on their Ped Day 2017 (October 6th)

Publié dans : Formation
  • Secrets To Making Up These secrets will help you get back together with your ex. ◆◆◆ http://goo.gl/nkXEkK
       Répondre 
    Voulez-vous vraiment ?  Oui  Non
    Votre message apparaîtra ici
  • Real Money Streams ~ Create multiple streams of wealth from your home! ■■■ https://tinyurl.com/y4urott2
       Répondre 
    Voulez-vous vraiment ?  Oui  Non
    Votre message apparaîtra ici

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. • The Concept: What’s BYOD? • LaSalle College BYOD Policy • Classroom Management Theories • The Use of Technology in Classroom Management • Best Practices • Questions Content
  3. 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
  4. Traditional Classroom (Last Century)
  5. Traditional Classroom
  6. Traditional Classroom
  7. Active Learning Classroom https://www.dawsoncollege.qc.ca/active-learning-classroom/
  8. Active Learning Classroom https://www.youtube.com/watch?v=H7xidmVt0uE
  9. Disruption in the Classroom (Past)
  10. Disruption in the Classroom (Today)
  11. Bring Your Own ____ In Montreal, you can can bring your own bottle (BYOB) to many restaurants:
  12. Bring Your Own ____ Restaurants in Newfoundland have started a new thing:
  13. 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
  14. BYOD in Education
  15. BYOD in Education
  16. BYOD Issues
  17. BYOD Issues
  18. BYOD Issues
  19. BYOD Issues
  20. BYOD: Pros and Cons
  21. LaSalle College BYOD Policy
  22. 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)
  23. 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)
  24. 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
  25. 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)
  26. Case Discussion in Groups
  27. 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.
  28. 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?
  29. Classroom Management
  30. Classroom Management
  31. Classroom Management: The Beginnning
  32. 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.
  33. 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
  34. 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
  35. Classroom Management Theories • Behavior Management Theory: B.F. Skinner (1960) • Lesson Management: Jacob Kounin (1970) • Assertive Discipline: Lee Canter (1976) • Choice Theory: William Glasser (1998) • Student Directed Learning: Alfie Kohn (2006) • Orchestration: Pierre Dillenbourg (2010)
  36. 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.
  37. 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)
  38. 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)
  39. 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.
  40. 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"
  41. 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
  42. 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.
  43. 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.
  44. 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
  45. Classroom Management Theories Assertive Discipline: Canter (1976) Environment Modifications: • Classroom rules and expectations are posted and easily accessible for students to refer to.
  46. 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.
  47. 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.
  48. 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
  49. 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.
  50. 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.
  51. 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.
  52. 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.
  53. 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.
  54. 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
  55. 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
  56. Classroom Management Theories Student Directed Learning: Alfie Kohn (2006) https://youtu.be/EQt-ZI58wpw
  57. 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
  58. 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
  59. 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, … ?
  60. Retention of Learning
  61. Generational Learning Styles Diagram Source: Corbett, S. (2008). Targeting different generations. In B. Hoffman (Ed.), Encyclopedia of Educational Technology
  62. Teacher-Student Approaches
  63. Teacher-Centered Classroom
  64. Student-Centered Classroom
  65. Active Learning Activities http://www.queensu.ca/teachingandlearning/modules/active/12_exm ples_of_active_learning_activities.html
  66. 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)?
  67. Storing and Sharing Information
  68. Source: http://www.youtube.com/watch?v=tkfOYtaumew Problems With USB Keys / Flash Drives Copyright(C)WarnerBros.Television
  69. What’s The Cloud? http://youtu.be/TTNgV0O_oTg
  70. Popular Cloud Storage Platforms
  71. Exchanging Files in the Cloud Using the Cloud
  72. Exchanging Files in the Cloud: Multiple Devices Using the Cloud
  73. How Safe is the Cloud?
  74. Google Drive – Synchronous Editing Source: http://youtu.be/A7y7NafWXeM Using the Cloud: Collaborative Work
  75. Classroom Management Apps
  76. 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
  77. Classroom Management Apps http://www.otus.com https://www.youtube.com/watch?v=fqFyMzDsEXg
  78. 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.
  79. Classroom Management Apps http://www.nearpod.com https://vimeo.com/129830045
  80. Classroom Management Apps http://www.cornsoftapps.com/smartseat/ https://www.youtube.com/watch?v=yhrmrlnyN8g
  81. 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
  82. 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
  83. Classroom Management Apps https://www.lenovosoftware.com/lanschool
  84. 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
  85. “If you can change a classroom, you can change a community, and if you change enough communities you can change the world.” Erin Gruwell
  86. Questions
  87. rscapin@dawsoncollege.qc.ca rscapin DawsonITE Blog http://dawsonite.dawsoncollege.qc.ca Contact Me Rafael Scapin, Ph.D.

×