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How to Manage a Classroom with the BYOD Approach

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

rscapin
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How to Manage a Classroom with the BYOD Approach

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  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. Content • The Concept: What’s BYOD? • LaSalle College BYOD Policy • Classroom Management Theories • The Use of Technology in Classroom Management • Best Practices • Questions

  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. BYOD: Definition 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. 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 (Omnivox, OneDrive, Google Drive) on cloud-based websites

  26. Case Discussionin 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 that classroom lessons run smoothly despite disruptive behavior by students. of ensuring 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 Behavior Management Theory: Skinner (1960) • 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.

  38. Classroom Management Theories Behavior Management Theory: Skinner (1960) • 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.

  39. Classroom Management Theories Behavior Management In the Classroom Instant Reward Teacher Praises Teacher Approval 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 motivated by four basic needs: that students are 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

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