Student+Workbook

=Faculty Workbook & Student Activity Handouts= Download the Faculty Workbook: [|Student_Workbook.pdf]

Intended Audience
The initial training program is intended for faculty members who work direct with students. Teachers will be trained how to incorporate cell phone based activities into their lessons with the express purpose of improving student learning and engagement. Faculty will then have time to develop their own cell phone based lessons. Once trained, faculty members will deliver their cell phone based lessons to students. The primary audience are the students; however, first faculty need to be trained. That is the goal of this training.

Duration of Course
Faculty training with take place during the first week of inservice (Monday, August 17 through Friday, August 21, 2009). Faculty will have time on Friday, August 21 to implement the demonstrated strategies. There will be periodic refresher training throughout out the 2009-2010 school year. Once faculty have been trained, they will begin implementing these cell phone teaching strategies with their students during the semester. Students will be surveyed at the beginning of the semester and again at the end of the year to determine if their level of interest and enhancement has improved. //See the Gantt Chart for more detailed information:// [|Gantt_Chart.xls]

Course Entry Skills

 * Prerequisites:**
 * Learners must own or have access to a cell phone.
 * Learner must know how to turn on cell phone.
 * Learners must be aware of text messaging (SMS) and multimedia messaging (MMS).
 * Learners must know how to send text and multimedia messages.

Course Outline
Download the Course Outline here: [|Course_Outline.doc]

Learning Environment Description
The Lampeter-Strasburg High School faculty consists of approximately 83 teachers between the ages of 23 and 58. They represent 11 different content areas with various levels of education (Bachelors to post-Masters certification). There is a close 50/50 split between male and female teachers. The faculty is entirely white except for one female African-American teacher.
 * Faculty:**

Students are in a public high school environment. The approximate age of the learners are 13-18. The ethnicity of these high school students are as follows: white = 94.8%, black = 1.2%, Hispanic = 2.5%, Asian/Pacific Islander = 1.4%, and American Indian = 0.2%. Lampeter-Strasburg High School is significantly below the state and county average for both single-parent households with children (7.8 percent) and the economically disadvantage (8.3 percent). In addition, there are few rental properties, which means a smaller transient population. It is difficult to know whether the lack of rental properties is the cause or effect of single-parent households with children and the economically disadvantaged.
 * Students:**

Course Objectives
Upon completion of this program:
 * Terminal Performance Objectives (TPOs)**
 * District policy will allow for monitored cell phone use during instructional times.
 * Faculty will be able to incorporate cell phones into their lesson plans to further enhance student learning.
 * Students will be able to use cell phones as a learning tool.

During this program:
 * Enabling Objectives (EOs)**
 * District administration will understand the benefits of cell phones as a learning tool.
 * Faculty will allow students to use cell phones in their classrooms.
 * Faculty will develop lessons that incorporate the use of cell phones.
 * Students will be able to use their cell phones in school or class related projects and learning.
 * Students will demonstrate appropriate uses for a cell phone in school.

**Student Handouts, Activities, and Resources**
• View Local Landmarks Photoblog lesson plan: [|Local_Landmarks_Photoblog.pdf] • View Scavenger Hunt lesson plan: [|Scavenger_Hunt.pdf] • View PhotoMapping lesson plan: [|PhotoMapping.pdf] • View Oral History Project lesson plan: [|Oral_Quiz.pdf] • View Math Ringtones Raps or Jingles lesson plan: [|Math_Ringtone.pdf]
 * Lesson Plans**

[|Dial2do]information and [|Dial2do]direct link

[|Interactive Mobile Messaging for Teachers] and [|Notifu]direct link

[|Text your own novel or collaborate with others on a story with Textnovel] and [|Text Novel] direct link [|Learning Anytime, Anywhere, Anyplace at Any Pace with Kwiry!] and [|Kwiry] direct link

[|ReQall: A phone management tool for students without Internet Access] and [|ReQall] direct link

[|Live with…Create Live TV or Radio Broadcasts for your Cell!] and [|QIK] direct link

[[image:Picture_3.png width="220" height="144"]]
[|Utterz…All-In-One mobile blogging] and [|Utterz] direct link

view [|Gabcast Tutorial] and [|direct link] view [|Gcast Tutorial] and [|direct link] view [|Jott Tutorial] and [|direct link] view [|Photobucket Mobile Tutorial]and [|direct link] view [|Polleverywhere Tutorial] and [|direct link] view [|Wiffiti Tutorial] and [|direct link] view [|Flickr Mobile Tutorial] and [|direct link] view [|FlagrTutorial] and [|direct link] For more information and cell phone based activities visit Liz Kolb's blog [|Cell Phones in Learning blog]

Assessment Strategies
[|Formative] //Formative assessments are on-going assessments, reviews, and observations in a classroom. Teachers use formative assessment to improve instructional methods and feedback throughout the teaching and learning process.//
 * Exit questions: “your ticket out the door”
 * Write a paragraph
 * Journaling
 * Graphic organizer
 * Text-based questions
 * Notebook checks
 * Quizzes
 * Worksheets
 * Homework assignments
 * Review games
 * Diagrams/drawings/cartoons
 * Oral questioning
 * Nerf basketball review game
 * Pass-the-ball review
 * “What did you learn?” closure questions
 * Vocabulary/concept skits
 * Daily warm-up review questions
 * “Ask the Teacher” forms
 * Pictionary
 * Idea webs
 * Making and supporting predictions
 * Metacognitive reports
 * Group work updates
 * Create a human timeline
 * Create a timeline around the room
 * Compare answers from students of different achievement levels
 * Compare answers from students of different learning styles

[|Summative] //Summative assessment refers to the assessment of the learning and summarizes the development of learners at a particular time. After a period of work, e.g. a unit for two weeks, the learner sits for a test and then the teacher marks the test and assigns a score. The test aims to summarize learning up to that point. The test may also be used for diagnostic assessment to identify any weaknesses and then build on that using formative assessment.

Summative assessment is characterized as assessment of learning and is contrasted with formative assessment, which is assessment for learning.//
 * Debate
 * Perform a television show
 * Perform a television commercial/infomercial
 * Improvisational role-play
 * Simulation and reflection
 * Mock Trial and reflection
 * Create advertisements
 * Create a newspaper
 * Editorial cartoon analysis
 * Create an editorial or opinion piece
 * Create an editorial cartoon
 * Write and perform a song (karaoke?)
 * Write and perform a play
 * Poetry (dialogue poem: see an example here)
 * Role-play journals/diaries
 * Stand-up comedy routine
 * Critique an article, work of literature, work of art…
 * Present and support a new way of doing something
 * Present and support your answer to a "what if" scenario
 * Culture-clash - combine disparate cultural features and report on the predicted consequences
 * Students create books
 * Letters dialogue
 * Plan a museum exhibit/commemorative stamps/historical markers
 * Research paper
 * Interviews of historical people
 * Interviews with historical people outside of their historical context
 * Recommendation presentations for problem-based assessments
 * Decision presentations
 * Create symbolic representations: flags, statues, money, etc.
 * Create a culture and its cultural universals
 * Create a time capsule/trunk and support selections
 * Compare/contrasts
 * Interpretations/analysis of oral histories
 * Postcards from time/places with art and text
 * Argue why a cultural element fits/does not fit a specific culture
 * Text analysis
 * Children’s book analysis
 * Create and support a metaphor
 * Create and support a metaphorical story
 * Interpretations of images
 * Write from inference about characters in photos/paintings
 * Create your own constitution
 * Write your own manifesto
 * Interpretative/inferential conclusions from statistics (example: CIA World Factbook)
 * Invent and design something
 * Travel Journal
 * Simulate a press conference
 * Paideia seminar
 * Essays