Bring
Your Own Technology
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Seneca Valley Middle School (SVMS) implemented a Bring
Your Own Technology (BYOT) program during the first semester of the 2013
school year with rousing successes. BYOT is a new trend in education
that encourages students to bring their own personal mobile technology, such
as Smartphones, tablet devices, and laptops, into the classroom to use for
educational purposes. When considering such a program, the district initiated
a parent survey to determine the availability of personal devices as well as
potential parental support. The district discovered that 70 percent of
parents with students in grades 7-12 were supportive of such a progressive
program and more than 90 percent of students in grades 7-12 had access to a
cell phone while 57 percent had access to a laptop, netbook, iPod or similar
device. These numbers convinced the district that a pilot program would allow
teachers and administrators to gauge how effective these tools would be when
brought from home and used in the educational process. Five SVMS
teachers, in classrooms ranging from English to math, participated in the
district pilot program to test the effectiveness and feasibility of using
these devices.
In the months since the inception of the BYOT program, personal
devices have been used in a myriad of ways throughout the SVMS pilot
classrooms. In a seventh grade English classroom, students work with
their devices in small groups to find definitions for extended metaphors
along with appropriate examples. Students engage in appropriate levels
of conversation related to the topic and their determination to verify the
information is impressive. In eighth grade, English students routinely
use their devices to submit journal entries within the Moodle platform
in addition to accessing QR codes for homework assignments and class messages
from the teacher. Seventh grade history pilot teacher reported having
great results with implementing BYOT. Students regularly use an on-line
program, Socrative, for opening questions, surveys, games, and ticket
out-the-door activities and questions. Socrative is a very
teacher-friendly tool to create quizzes and responses for monitoring student
learning. The eighth grade math pilot class uses their personal devices
to review materials from the previous day’s lessons, warm up for the lesson
that is up coming, and submit answers to homework for the entire class to
review. Students participate in various tasks daily and really enjoy the
adventure while taking comfort in having their device with them.
SVMS pilot program teachers are not the only ones excited
by the opportunities of working with BYOT technology. Students have also
enjoyed the convenience of using their own devices to participate in silent
class discussions, openers to classes, or test preparation
activities. "BYOT is a refreshing twist to the normal classroom and
helps students a lot," states seventh grade BYOT student. An eighth
grade student reports that, "BYOT is so cool, it allows us to use the
technology we have in our hands constantly out of school, at school, and
really helps us to learn using stuff we already know how to use." BYOT
classes have also made accommodations for students who do not own devices so
that they can also participate in this new wave of learning. Students
are able to use school owned laptops, iPods and iPad’s whenever possible and
sometimes work in groups to share devices.
You can
obtain more information about the BYOT program by accessing our district
website at http://www.svsd.net/Page/8242.
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Wednesday, June 12, 2013
Seneca Valley - Bring Your Own Technology
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Tuesday, June 11, 2013
DuBois Middle School has Flipped
The DuBois Middle School Has Flipped
Written by: Valerie Hayes
With the integration
of Common Core Standards into PA Academic Anchors and Algebra I Eligible
Content now being officially tested through Keystone Exams, more and more is
expected to be taught during the same 180 day school year. As an 8th grade math
teacher teaching both curriculums sometimes to the same class, I started to
feel overwhelmed. Then, I was granted the opportunity to attend a Flipped
Learning Conference in Washington, DC to learn how to “Flip” my classroom.
A Flipped Classroom,
as developed by Aaron Sams and Jonathan Bergmann, takes direct instruction that
is normally given in class and sends it home as "homework" using videos,
interactives and manipulatives through the internet so that main practice of
skills, extension of concepts, and challenging thinking can happen within the
classroom aided by the teacher. The old model used to be introducing the
concept in class, sending the student home frustrated, unsure and often times
not proficient with a concept or skill.
Now students come to my classroom ready to master what they were
introduced to at home with the help of their peers and me every inch of the way
in class.
I have seen many
advantages flipping my classes. (1) The
largest advantage is the amount of differentiation it provides the
students. They can now pause, rewind or
watch lessons multiple times, which is impossible to do during a traditional
in-class lecture. I have seen
significant improvement amongst my struggling algebra students through reduced
failures and better testing results. (2) Another advantage is the opportunity
for students to not fall behind due to absences. Many times I have a student out for vacation,
sick or sports. These students take the
initiative to go online, access and watch the lessons, complete the few
practice problems and as a result are able to not fall behind the pace of the
class. (3) The most obvious change when
you walk into my room is now the students are engaged in true mathematical
discourse, practicing skills, and problem solving with each other and me. The traditional class model leaves little
time for this, as most of the time is spent introducing the topic rather than mastering.
Finally, what does
one of my flipped lessons look like? I
use my school website to create my online class. A lesson on simplifying radical expressions,
for example, has the objective(s) stated, a paragraph introducing the concept
in student friendly language, link to video lesson and three practice
problems. The three problems help the
student begin to synthesize what they’ve learned to be more prepared for
discourse and practice in class. Each
online lesson is 8-12 minutes in length.
Sams and Bergmann suggest 1-1.5 minutes per grade level. I simply teach
the information through the ShowMe app.
The students want to watch the video and learn the information – they
don’t want fluff. As Sams and Bergmann
say, don’t use technology for the sake of using technology. If you aren’t able to make your own video,
though it’s been found students prefer their teacher’s voice, there are many to
choose from through sources like Youtube, KhanAcademy, and TedEd. The next day
in class, comprises of about 5 minutes of review, 35 minutes of engaging
student practice, and 5 minutes of closing review. My lessons are flipped lessons. There are also flipped mastery classes, where
each student is working at their individual pace. I have not found a need for this model in my
classes yet, as I already have classes leveled based on student performance. As
you can see, I’ve flipped over flipping my algebra classes because I’ve seen
that they really do help my students learn.
Contacts: Valerie Hayes
Julie Baun
Jessica Stover
Cambria Height's - Children of Peril in Education (COPE)
Children of Peril in Education (COPE)
Cambria Heights Middle School
The COPE program allows students with academic, behavioral, emotional, or transitional concerns to receive additional supports from a core teacher without being identified for special education services. Students placed in the COPE program are monitored by their homeroom teachers in two ways. First, each homeroom teacher monitors his or her COPE students daily homework completion, behavior, and other areas of concern. Using the school’s academic planners, email, and telephone, parents of COPE students communicate daily with their children's’ teachers. Additionally, teachers meet one-on-one with their COPE students every eighteen days. One these days, the teacher’s classes attend computer courses, giving the COPE teacher time to observe his or her students in other classes, meet to review grades, discuss any concerns the students are having, and complete Math and Reading progress monitoring using AIMSweb.
In recent years, the COPE program has grown to incorporate many aspects of an RTII model. In doing so, COPE has resulted in fewer students being identified for special education services and has allowed other students access to monitoring and mentoring services that they otherwise might not have. In particular, COPE has allowed teachers to work more closely with students who are new to the district, have low PSSA scores, struggle with homework completion outside the school setting, work best in small group or one-on-one environments, or have behavioral or emotional problems that affect their learning and the learning of others. At the sixth and seventh grade levels, COPE improves students’ organization, social skills, and self-esteem. At the eighth grade level, COPE is a valuable program for students who might struggle while preparing to transition to high school.
Finally, student involvement in COPE is not a rigid process. New students can be recommended for the program at any time, while others exit the program when they no longer need the individualized support it offers. For additional information, please contact Cambria Heights Middle School Principal Dave Caldwell (dcaldwell@chsd1.org) or Guidance Counselor Rhonda Sprenger (rsprenger@chsd1.org).
Meadville's Problem Based Learning
Meadville Area Middle School (MAMS) has begun implementing
PBL (Problem Based Learning) activities in both their seventh and eighth grades
during the 2012/2013 school year. MAMS
is no stranger to team teaching, thematic units, and major project based activities,
such as our MAMSEUM. However, PBLs were
something new that were introduced to our school and our students last year by
a very courageous eighth grade English teacher who ventured out on her own and
created and implemented a PBL on Marcellus Shale. With the great success and positive feedback
from students, parents, and the community, many of the teachers at MAMS became
energized to try implementing PBLs in their own classrooms. Through mentoring from the original PBL teacher
and the gifted and talented teacher, ingenuity, and tons of rewrites each of
the four pods in our building implemented one cross curricular PBL this year.
Eight grade social studies and English were the first to
implement their PBL. The students
started their eighth grade year immersed in learning about 9/11. The students were asked to read the 9/11
Commissioners Report to practice reading strategies, and then they had to offer
5 written recommendations to the president to strengthen national security
and/or deal with terrorism. After seeing
the success and enthusiasm generated by the 9/11 PBL, one of the seventh grade
pods created their own PBL. Social
studies and English classes combined with the goal of “Saving Catalhoyuk”. This PBL asked students to research the first
known civilization of Catalhoyuk in order to create an advertisement campaign
to convince the people of Turkey to continue funding the dig site, since its
current funding will come to an end in 2018.
Besides practicing research techniques, note taking skills, and looking
at bias and propaganda techniques, the students were also investigating
Catalhoyuk for art and architecture, economic patterns, social and political
organizations, religion and values, and geographical influences. Each group then determined the best format
for creating their advertising campaign to reach the largest audience in Turkey
and then designed and ultimately created the campaign. Lastly, the second seventh grade pod energized
by the success of the Saving Catalhoyuk PBL decided to create one for
themselves. Their PBL, Crawford County
Ad Project, built upon the foundation of the other seventh grade’s PBL. It too was a collaboration of social studies
and English with a focus on research techniques, note taking skills, and bias and
propaganda techniques. However, in their
PBL the students were studying the 5 themes of geography and applied them to
their home town of Meadville. Students
then created advertising campaigns that focused on attracting people to
Meadville and the surrounding area. This
pod went one step further by having the students present their ad campaigns to
the county commissioners and the city’s mayor.
The feedback from students, parents, the general public, and
the teachers who participated in teaching the PBLs has all been positive and
encouraging. The plan is to continue
implementing the current PBLs next year and then expand the concept so that
students will be eventually working on one PBL each quarter in a variety of
classes. The real world connections created
through these types of learning experiences is just invaluable to our students
and our staff.
Cedarbrook MS eighth grader's view of middle school
Middle
Schools
By:
Paige K – Cedarbrook MS
Middle school
means absolutely everything: opportunity, exposure, experience. Middle schools
include diversity that reflects the true richness of our modern society. Most
importantly, despite where students may come from, who their parents are, or
how much money they might have, middle school life shapes
everyone’s future.
When a student, teacher or guest attends and experiences middle
school, they truly witness the greatest place to learn and grow. It’s because
of middle schools sensational education and dynamic experience for students,
teachers and guests. Middle school’s provide students with academics and extracurricular opportunities that are
endless, fulfilling and enhancing to life experiences. It is these opportunities
at middle schools that help students find their individual passions that will
be ever present throughout their lives.
Diversity is the
most rewarding aspect about life at a middle school. Along with racial
diversity, the diversity within economic classes, religions, lifestyles,
academic and social abilities of students at middle school are infinite. The
experience of working and studying aside a true mix of students contributes
immensely to my character and education. Where else can students go where they
walk down the hallway and see African-Americans, Asians, Hispanics, Caucasians,
Muslims, Jews, or Christians? For students at a public middle school this is a
normal everyday experience. Middle school mirrors the true world, full of
different real people. Our school displays that everybody has their personal
strengths and disabilities, but despite what might hold individuals down, we
can excel. Such experience and exposure is the most valuable life lesson anyone
can acquire from going to public middle school.
The academic and extra-curricular opportunities offered at
middle schools are exceptional. Students have a variety of options and
opportunities from Playwriting to Advanced French to the basketball team to Art
Club, all at an age where students find and indulge in their interests.
Meanwhile, there are many opportunities to play on school sports teams as well.
Middle schools offer every sport from basketball to field hockey to baseball.
From watching and knowing friends and other peers, I have noticed one
particular pattern about middle school students: we have passion. Just having
the opportunity to participate in these
activities is not enough; we take advantage of these activities and undertake
whatever activity it might be with every fiber of our being. Middle school
students have incredible commitment, effort and determination to do their
best. Because of these enhancing
activities, middle schools help students find their passions, and their paths
that they follow through high school, college and beyond. The experiences of
these opportunities enrich students’ education and character immensely.
Middle
school displays life realistically. Here, students, teachers, families and
guests learn life lessons through the enriching experiences from an excellent
education, rich diversity and vibrant opportunities. Middle schools
consistently meet and exceed the needs of every student in the building, which
is the goal of schools and education. Middle school has evolved me and my peers
as a people for the better.
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