Cell Phones in School
J.Herrera
June 30, 2016
The Forward School
Introduction
Since cell phones have grown in popularity, many students’ have taken the liberty of bringing them to schools. As a result, this has challenged your school’s safety, as well as the focus in your classrooms. You are now the Principal of a school and must decide what you will do about cell phones in your school. Will you allow students to use them in class or will you ban them altogether?
Task
Through a five-minute PowerPoint presentation and a personal document (one page reflection from perspective of Principal, Asst. Principal, Dean) from each administrator you are to:
1. Show familiarity with the Rules and Regulations regarding cell phone use in NYC Public Schools -- New York City Dept. of Education Cell Phone Policy
2. Show and prove the benefits to your faculty and staff
3. Document the impact of cell phone use
4. Submit 6 Worksheets Documenting Process
Process
Groups of 3 (If there are 4 students, add another Asst. Principal)
Principal
Asst. Principal
Dean of Discipline
As an administrative team, your job is to make a formal announcement to your teachers and school faculty. In your announcement, you will need to provide the following:
· Your decision on the Cell Phone Policy
o If yes, you must provide three resources (websites, applications) that will be allowed for students to use during the school day as well as their functions
o If no, you must provide three reasons why cell phones will not be allowed in school and evidence supporting your decision
· You will introduce your position in the school
o Each member will describe the climate of the school from their standpoint. Principal will share his/her job Asst Principals will share their workload, Deans of Discipline will provide their input as it relates to this decision and what they do at the school
Complete worksheets 1-6:
a. Define the Problem: Worksheet 1
b. Gather Evidence of the Problem: Worksheet 2
c. Identify Causes of the Problem: Worksheet 3
d. Evaluate a Policy: Worksheet 4
e. Develop Your Own Solutions: Worksheet 5
f. Select the Best Solution: Worksheet 6
Resources
Below are a list of articles that may help you support your decision:
1. January 2014, Cell Phone Ban to be lifted in NYC
2. October 2014, NYC works on ways to allow cell phones
3. May 2006, Opinion Piece on Cell Phones--Pros and Cons
4. May 2012, Do Cell Phones Belong in the Classroom?
If your team decides that for students will keep cell phones on them, feel free to add applications that you may be familiar with that may be beneficial to their educational experience—As a reminder, they must serve an educational purpose. After all, your teachers will be encouraged to use them in their classrooms
If your team decides that students will not have cell phones on them, please provide important evidence to support this decision and what measures will be taken to ensure that cell phones are not a necessary item for them to have, as well as reasons why.
You may also use this Google Slide Presentation to help give you some ideas/information on what decision you and your team will take
Click Here
Evaluation
Announcement Rubric (presentation)
|
Category |
4 |
3 |
2 |
1 |
|
All content throughout the presentation is accurate. There are no factual errors.
|
Most of the content is accurate but there is one piece of information that might be inaccurate.
|
The content is generally accurate, but one piece of information is clearly flawed or inaccurate.
|
Content is typically confusing or contains more than one factual error.
|
|
|
Requirement of Slides |
PowerPoint includes seven to ten slides.
|
PowerPoint includes four to seven slides.
|
PowerPoint includes three slides. |
PowerPoint includes less than three slides OR more than ten slides.
|
|
Evidence of Group Collaboration
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All 3 or 4 group members participate by presenting more than one slide each. |
Not all members of the group participate. 2 people mostly present the group’s slides.
|
One person presents the group’s findings. Other members of the group do not assist in presentation or anything else. |
No evidence of group collaboration, as students do not share any findings.
|
Essay Rubric
|
Category |
4 |
3 |
2 |
1 |
|
Information |
Information presented in a relevant topic. Knowledge of the NYCDOE Cell Phone policy is evident because several supporting details and/or examples were provided to defend your team’s position |
Information presented in a relevant topic. Knowledge of the NYCDOE Cell Phone policy is evident because 1-2 supporting details and/or examples were provided to defend your team’s position |
Information presented in a relevant topic. Knowledge of the NYCDOE Cell Phone policy is evident no supporting details and/or examples were provided to defend your team’s position |
Information had very to do with main focus of the topic or was not provided |
|
Structure of Essay |
All four paragraphs include a topic sentence, explanations/supporting details and evidence to support your topic sentence. |
Three out of four paragraphs include a topic sentence, explanations/supporting details and evidence to support your topic sentence. |
At most, two paragraphs include a topic sentence, explanations/supporting details and evidence to support your topic sentence. |
No clear structure provided. No topic sentences, explanations or evidence provided |
|
Mechanics |
No grammatical, spelling or punctuation errors.
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Almost no grammatical, spelling or punctuation errors
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A few grammatical spelling, or punctuation errors.
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Many grammatical, spelling, or punctuation errors.
|
Conclusion
Congratulations! You completed your WebQuest using the Public Policy Analyst format (PPA). Now you should have insight into the steps used to accurately solve a problem. The hope is that you were also able to understand both negative and positive aspects of students carrying cell phones in school. The idea is that this practice will help you take logical steps into problem solving in the future.
Standards
W6.1 - Write arguments to support claims with clear reasons and relevant evidence
W6.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.
RL6.1 - Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL6.2 - Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
W.7.1- Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s) acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.
W.7.8. Gather relevant information from multiple print and digital sources; using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
L.7.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Reading Standards for Informational Text
R. 1. Cite textual evidence to supp9ort analysis of what the text says explicitly as well as inferences drawn for the text.
R. 2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct form personal opinions or judgments.
R.3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g. through examples or anecdotes.)
R. 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
R. 5. Analyze how a particular sentence, paragraph, chapter or section frits into the overall structure of a text and contributes to the development of t he ideas.
R. 6. Determines the author’s point of view or purpose in a text and explain ho it is conveyed in the text.
R. 7. Integrate information presented 8in different media or formats (e.g. visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
R.8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
R.9. Compare and contrast one author’s presentation of events with that of another. Use their experience and their knowledge of language and logic, as well as culture, to think analytically, address problems creatively, and advocate persuasively.
R.10. Read and comprehend non-fiction text complexity band proficiently.