UNATHORIZED CELL PHONE USE IN FDA 1 CLASSROOMS AND HALLWAYS

ASIKE, PETER N.

PAsike@schools.nyc.gov

FREDERICK DOUGLASS ACADEMY1

INTRODUCTION:

Every Technological innovation comes with its benefits and distractions/disadvantages/hazards. The Administration, staff and parents of FDA 1 in Manhattan have been concerned about the problem of unauthorized cell phone use in classrooms in the building and have verbalized that concern at various forums. Unauthorized use includes use that is not related to the lesson, such as texting friends or other students in class. There is a consensus on a desire for a solution. It is in response to this desire that I have decided to use my Regents Physics class (for you have enough integrity and resolve) to develop ways of solving or minimizing this problem in the building. In your search for a solution, you will be applying the steps of the Public Policy Analyst (PPA) presented below.

TASK:

You will be required to follow the guidelines given in the PPA link below to provide evidence, identify causes, examine the pros and cons of cell phone use in classrooms, examine current DOE, District 5 and FDA1 policies and proffer better policy solutions taking into account the pros and cons. Your work will be presented to the class and shared with the school community using one or more of the following: a poster, a PowerPoint, a video podcast, a journal, a magazine, or the school newspaper etc.

The 6 Steps of the Public Policy Analyst (PPA)

1. Define the Problem

2. Gather the Evidence

3. Identify the Causes

4. Evaluate an Existing Policy

5. Develop Solutions

6. Select the Best Solution (Feasibility vs. Effectiveness)

PROCESS:

You will be working in groups of 3or 4 and every member of each group will be assigned a role for which they will be responsible to carry out.

Links to PPA Worksheets

1. Define the Problem: Worksheet#1

2. Gather the Evidence: Worksheet #2

3. Identify the Causes: Worksheet #3

4. Evaluate an Existing Policy: Worksheet #4

5. Develop Solutions: Worksheet #5

6. Select the Best Solution: Worksheet#6 (Feasibility vs. Effectiveness)

RESOURCES:

1. https://www.familyeducation.com › Kids › Kids and Cell Phones

2. https://www.youtube.com/watch?v=THqnUyuvSUo

3. Cell phone use in classrooms scholarly articles

4. Cell phone use in schools, the pros and cons

5. Cell phone use in schools, pros and cons1

6. See FDA1 students’ handbook

7. See Chancellors Regulation

EVALUATION: Your written work will be evaluated using the following RUBRIC;

Teacher Name: Mr. Asike
Student Name:

CATEGORY	4	3	2	1
Quality of Information	Information clearly relates to the main topic. It includes several supporting details and/or examples.	Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.	Information clearly relates to the main topic. No details and/or examples are given.	Information has little or nothing to do with the main topic.
Organization	Information is very organized with well-constructed paragraphs and subheadings.	Information is organized with well-constructed paragraphs.	Information is organized, but paragraphs are not well-constructed.	The information appears to be disorganized. 8)
Internet Use	Successfully uses suggested internet links to find information and navigates within these sites easily without assistance.	Usually able to use suggested internet links to find information and navigates within these sites easily without assistance.	Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance.	Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.
Diagrams & Illustrations	Diagrams and illustrations are neat, accurate and add to the reader\\\'s understanding of the topic.	Diagrams and illustrations are accurate and add to the reader\\\'s understanding of the topic.	Diagrams and illustrations are neat and accurate and sometimes add to the reader\\\'s understanding of the topic.	Diagrams and illustrations are not accurate OR do not add to the reader\\\'s understanding of the topic.

Your Presentation will be rated using the RUBRIC below;

Teacher Name: Mr. Asike
Student Name:

CATEGORY	4	3	2	1
Preparedness	Student is completely prepared and has obviously rehearsed.	Student seems pretty prepared but might have needed a couple more rehearsals.	The student is somewhat prepared, but it is clear that rehearsal was lacking.	Student does not seem at all prepared to present.
Speaks Clearly	Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.	Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.	Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.	Often mumbles or can not be understood OR mispronounces more than one word.
Content	Shows a full understanding of the topic.	Shows a good understanding of the topic.	Shows a good understanding of parts of the topic.	Does not seem to understand the topic very well.
Collaboration with Peers	Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.	Usually listens to, shares with, and supports the efforts of others in the group. Does not cause \"waves\" in the group.	Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.	Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.

Date Created: Feb 21, 2018 09:02 am (CST)

CONCLUSION:

At the conclusion of your work, you will have provided the FDA1 community with an instrument to use in minimizing or stopping unauthorized use of cell phones in classrooms and hallways and who knows, your work could be adapted by the Community School District Five or even the DOE to solve similar problems in other schools.

STANDARDS:

The following standards were met by students in carrying out this project;

ENGLISH LANGUAGE Standard 3: Language for Critical Analysis and Evaluation, Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

MATHEMATICS, SCIENCE AND TECHNOLOGY EDUCATION STANDARD 7: Interdisciplinary Problem Solving; Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.

SOCIAL STUDIES Standard 1: History of the United States and New York: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.