1:1 Classroom Management

“Teaching in a Tech-Rich Environment”

Advice for new technology and new teachers to technology:

Rules in classroom

Activity: in small groups (in less than 3 minutes) make a list of your classroom rules as they are now. Then imagine that eevery student has a laptop - and all that entails - what rules would you add to the list?
  • Discuss current rules and expectations (academic and behavior) in my room (if in the lab, with mobile carts, or 1:1)
  • now translate to using technology (laptops)
  • Put the word ATTENTION on a screen and tell my students that class begins when they turn off their telephones, close their laptops, and shut their eyes for sixty seconds. I asked them to observe for one minute where their minds leap without any external distractions http://www.sfgate.com/cgi-bin/blogs/rheingold/detail?entry_id=38828

Classroom furniture arrangement
Activity: from where you are sitting, how many computer screens can you see in this room? OR how many notebooks can you see what they are writing? Now we will do some moving... just so you can see more

    • projector
    • overhead
    • Discuss how arrangement will facilitate their teaching style and monitoring needs

Classroom monitoring and management


Lesson planning

  • HigherOrderThinking.png HigherOrderThinking1.png
  • Blooms Taxonomy for digital learning
  • Curriculum and standards: What are you teaching?
  • Multiple Intelligences can convert to different technologies (give examples)
  • Searching effectively: Search techniques found in a great blog: http://www.infinitethinking.org/2009/07/search-blog-post.html or use Google's tutorials: http://www.google.com/educators/p_websearch.html
  • Searching for a powerpoint using the advanced google search and the file format section.
  • Bookshelf vs. bookmarks (don ’ t discuss social bookmarking yet - delicious or diigo)
    • Demonstration Activity: Find resources on the Internet about "the Odyssey" the first row (web pages), second row (video), third row (blogs), fourth row (wikis), fifth row (gaming), sixth row (journals, magazines, etc.), seventh row (audio/podcasts), eighth row (online experts)
    • Individualized Activity: choose a lesson/unit you will be using in your classroom in the early part of the school year or in the next few weeks. Create a book mark folder and try to find a good example from each "row"
      • making bookmark folders in your browser
      • reorganizing the bookmarks you already have
      • exporting your bookmarks (to move to another computer or share with a friend)
  • Previous Homework and Assignments (what can you use and what needs to be revamped?)
    • ITIP- you still use the same concepts we just adjust them...
      • Learning Objective:
      • Anticipatory Set: Motivate instruction by focusing the learning task, its importance, or the prior knowledge/experience of the learners.
        • YouTube Videos,
        • look at a web site
        • search for a term or topic
      • Lesson objective(s) for the students.
        • put on your lesson plans
        • put on your teacher web site
        • send out as an email
        • post to your blackboard
      • Input: Identify and teach main concepts and skills, emphasizing clear explanations, frequent use of examples and/or diagrams, and invite active student participation.
        • sign in, hand in (Activity: send a email, submit a document, add to a google doc, sign into blackboard, open a link, etc.)
        • "Pull sticks" (assignments, notes, google jockey, etc.)
      • Check for understanding by observing and interpreting student reactions (active interest, boredom)
        • survey monkey
        • poll everywhere
        • discussion forums
        • "backchannel" with twitter, wikispace notes, etc
      • guided practice following instruction by having students answer questions, discuss with one another, demonstrate skills, or solve problems. Give immediate feedback and reteach if necessary.
        • homework time in class to be finished as independent practice
      • Independent practice to solidify skills and knowledge when students have demonstrated understanding.
    • standard correlation
  • Converting traditional to technology


Discussion Activity: How you ask questions has to change... What types of questions will really show what the students are learning instead of what they can find the answer to on the Internet?

  • Knowledge (memorization)
  • Comprehension (understanding)
  • Application (problem-solving)
  • Analysis (dissection)
  • Synthesis (creation)
  • Evaluation (judgment)
  • Open questions-" Tell us a little about…….."
  • Closed questions - Asked when the interviewer wants specific information, often factual or technical in nature, these questions can frequently be answered with a “yes” or “no”
  • Ask for clarification and elaboration of past experiences.
  • Hypothetical questions-What would you do if…
  • Leading questions- The answer seems logical…
  • Multi-barrelled - two or more questions linked to the same topic
  • Behavioural questions - uses your past experiences to predict future behaviours

Join the laptop community:
Go to http://laptop.communities.esu10.org/ArticleList.aspx and create a free account (you may already have a login if you use the ESU10 Odie accounts.

Resources
:
Personal Experience and Feedback from workshop attendees (you can see our 1:1 web site)
1-to-1 Learning: Laptop Programs That Work by Pamela Livingston
I Have Computers In My Classroom, Now What Do I Do? by Bob Johnstone
The New Teacher Survival Central: http://www.discoveryeducation.com/newteachers