SAMR Scenarios

● Word processor vs. handwriting● SMART Board vocabulary game

Substitution:• What will I gain by replacing the older technology with the new technology?

● Using spell check and word count● Searching an etext for important terms

Substitution to Augmentation:• Have I added a feature to the task process that could not be done with the older technology at a fundamental level?• How does this feature contribute to my design?

● Adding multimedia to a presentation● Using a response system for assess●● Augmentation to Modification:● • How is the original task being modified?● • Does this modification depend upon the new

technology?● • How does this modification contribute to my design?● ment

● Collaborative writing with Google Apps● Students use Edmodo for discussion● Students use a GPS receiver to measure slope

Modification to Redefinition:• What is the new task?• Will it replace or supplement older tasks?• How is it uniquely made possible by the new technology?• How does it contribute to my design?

SAMR Scenarios

Read each scenario and select the correct SAMR level.

U.S. History Blogging

Juniors are creating blogs from the point of view of an 1850s American. They are reading links connected to different primary and secondary sources and reacting to events on their blog starting with the Compromise of 1850 and ending with the election of 1860.

RedefinitionBloom's Create and Evaluate

Budgeting Online

Students created a Thanksgiving budget using a Google Doc spreadsheet and a MultiUrl site I created that linked them to different grocery stores. They had to "shop" online, write down their items and costs and make sure the numbers fit within the given budget.

AugmentationBloom's Analyze

Edmodo Quizzes Students have started using their email to correspond with me when they're absent and if they have questions from class. We've also been using Edmodo quizzes as warm up activities and lesson assessments. I've linked different websites for extra practice to their Edmodo pages. Some used in class and others are there for them to practice at home.

RedefinitionBloom's Understand

Polar BearsReading blog about Polar Bears, completing a Google form based on the comprehension of recent updates. Teacher gets immediate feedback to assess student knowledge. Modification

Bloom's Understand

Ocean LandformsStudents are using the Chromebook to complete a webquest on Ocean Landforms. The students are writing stories titled "My Underwater Adventure" and then collaborating with other students to edit. Redefinition

Bloom's Create

Using Oregon Trail simulation (game) software, students will collect virtual experiences to use in a "you are there" reflection about the pioneers, and use the experience to spark ideas about space exploration, the "Final Frontier".1. Students will make the same decisions pioneers did on the Oregon

Trail using Oregon Trail 2 or 5 software, and their decisions will impact their survival and success.

2. Students will create a journal relating the decisions they made, and use digital photos to insert themselves into a pioneering photo or painting.

3. Students will compare their preparations for their trek West to the supplies and equipment astronauts need for trips to the International Space Station, returning to the Moon, and the mission to Mars in the 2030's.

4. Students will work in pairs to make decisions on the Oregon Trail, and work in fours to connect the Oregon Trail simulation to a future Moon or Mars mission.

RedefinitionBloom's Create and Evaluate

Oregon Trail

The Hero's JourneyDescription:Students learn about heroic journeys through a geocaching activity and Google Earth project.

1. Students will use a Google form to indicate their favorite genre of literature. This information will be used to group students by interest.

2. After discussing the Odyssey, students will learn how to use GPS receivers to go on a scavenger hunt around campus. They will work in teams to find clues to help them determine the stages of a heroic journey.

3. Students will unscramble the scrabble pieces to form words. Each group will write their word on the SMART Board and convert to text so that the stages of a heroic journey can be placed in the correct order.

4. Students will be asked to work in pairs and choose a piece of literature or a movie that has the stages of a heroic journey.

5. After learning how to create placemarks in Google Earth, students will work in pairs on a Google Earth lit trip about their hero's journey.

RedefinitionBloom's Create

Socratic Seminar with Backchannelhttps://sites.google.com/site/rd2ipac/main-course/high/socratic-seminar-with-backchannel

Description:This plan is for an updated version of a Socratic Seminar that uses a Backchannel

Students prepare for 6-10 topics; I pick 2-4 for them to discuss. Since I teach English these are discussion-type questions based on literature although we've also done seminars on research topics, notes, etc. A Socratic Seminar can really be applied to any discipline. After having time to write on the given topics, usually half a block or so, the class is then divided into two equal groups, which will form two circles, an inner and an outer one. While the inner one discusses the topics, with the teacher only moderating, the outer circle will use a backchannel to make germaine comments. The teacher usually decides when to move on to the next topic.

ModificationBloom's Analyze and Evaluate

Human Body Systems JigsawDescription:Students learn about the organs and functions of the human body systems. After a pre-assessment I decided to jigsaw the systems so that collaborative groups of students could gather information based on standards and present the system to their peers. Before we began, the class gathered and created the grading rubric together. After each presentation we gathered as a class and discussed the positives and negatives of each group's work.

Directions:To make this project truly collaborative, ask students to help create the rubric (My students made this more difficult than I would have). Allow students time to work together and report back at intervals that are appropriate. My students used Google Docs to show their progress. As the "Guide on the Side" I stipulated that all information in the students' notes was required to be included in each presentation so that all required content would be presented to students. They did not take notes, I shared the required information with them in a Google Doc and they were required to make it flow and work in their presentation.Modification - Redefinition

Bloom's Evauate and Create

Passport to America

Description: Students will participate in various simulation activities that are similar to immigration in the late 1800s and early 1900s.https://sites.google.com/site/rd2ipac/main-course/elementary/united-states-bound

Students research a country's history and determine why they would want to leave their country to immigrate to the U.S. (Students located information on the following topics-population, industry, government, religion, culture/traditions, vegetation, and language.) Students recorded their information in their blog. Angel/Ellis Island: Depending on the country the students immigrated from, students researched the immigration station they would have traveled through before entering the United States. Each group compared and contrasted the information using a Venn Diagram on the SMART Board.

Augmentation - ModificationBloom's - ALL

Inventions: Kids Create!1. Group students into 4-5. Students will have 15 minutes to develop an invention using the materials given to them.2. Instruct students to create a poster to advertise their invention. Include the following information; name of the invention, picture, price, and a slogan for your invention. Allow 15-25 minutes.3. Ask students to develop a short commerical to persuade their peers to purchase their invention. Allow 10-15 minutes.4. Allow groups to present.5. Whole group discussion examples-What is the hardest part of creating an invention? What is the easiest part of creating an invention? how has this process helped you to learn about inventions?

RedefinitionBloom's Create

QR Codes

In my classroom, QR codes have become a key way to collect and share information. In the laboratory, one way students use QR codes is to access safety information. They also are able to access and watch short student -created videos on how to use various pieces of equipment, which saves instructional time. In the classroom, students use QR codes to sign up for tutorial sessions, access interactive websites, watch teacher and student created instructional videos.

RedefinitionBloom's Understand and Create

WordleHere is a first day of school activity perfect if you are in a 1:1 computing environment!

Instead of having the student fill out a notecard with information about themselves (boring), I had them complete a Wordle.

I then printed out the Wordles on a color printer, laminated them, and displayed them in the room.

AugmentationBloom's Understand and Apply

Use Google PresentationsI use Google Presentation instead of tools like PowerPoint because of the flexibility Google offers to connect with my students. Google presentations can be embedded in websites, easily linked to media (such as YouTube videos), and shared using other extremely helpful tools such as Edmodo. My students like the fact that updates or modifications are immediately available so if we record a solution to a problem on the Smartboard, for instance, I can post a link or insert the video in the presentation for students to refer to later. During direct instruction, students like that they can control the pace at which they are able to move through a presentation. Additionally, students can easily interact with the presentations on their smart devices. Modification

Bloom's Apply