Planning Learning Activities Above the Line Dive into the Deep End Planning Learning Activities Above the Line

Outcome Participants will create a learning task that is at the modification or redefinition level of the SAMR model.

Digitized Learning Digital Learning

Digitized Learning Digital Learning

What do you notice…

It’s all about the task, ‘bout the task…TRANSFORMATION Doing old things in new ways Substitution: Do old paper task on device Augmentation: Do old paper task digitally but now using an extra app feature Doing new things in new ways Modification: Students benefit from the versatility and combine new digital tools for new outcomes Redefinition: Students are collaborating and learning in ways previously not imagined

Explore Modification and Redefinition Scenarios Explore the scenarios on the workshop page. (in our opinion these are all at the modification or redefinition level) Share modification and redefinition examples you have seen in your school. Create a list of characteristics that differentiate tasks at the modification and redefinition (above the line) levels from substitution and augmentation (below the line). Think about how the original task was redesigned to be more meaningful, authentic, relevant, and rigorous.

Planning Process What am I trying to accomplish? How can I make this task more meaningful/authentic/relevant? Am I increasing/maintaining rigor? How? What tool can achieve this? What specific features does the tool offer to transform the task further? Evaulate the SAMR level of the task you created. Was the task “signifigantly redesigned?” Was it previously inconceiveable? If not, was it a good use of technology? Should I repeat steps 2-4 to transform the task?

Model Process What am I trying to accomplish? My students don’t have the necessary background knowledge of/experience with earthquakes. I need to increase the students understanding of this topic before we can read Earthquake Terror by Peg Kehret. How can I make this more meaningful, relevant, and/or authentic? Students can experience an earthquake Students can talk to individuals who have experienced earthquakes

Model Process...continued Am I increasing or maintaining rigor? How? I am increasing the rigor by having the students generate meaningful questions that they believe will help them to better understand what it is like to experience an earthquake. In order to help them brainstorm these questions, the students will have to complete research in order to have a general idea of what to ask. What tool(s) can help achieve this? Skype Google Hangouts Safari Live! Features: Global connection, real-time, access to experts

Model Process...continued Evaulate the SAMR level of the task you created. Was the task “signifigantly redesigned?” Was it previously inconceiveable? Was it a good use of technology? Should I repeat steps 2-4 to transform the task? Redefinition because it was previously inconceivable to chat with a child in Chile who experienced an earthquake. Revist step 3- Increase the rigor by having every student create a personal question to ask to create a dialogue.

Planning Process: Together What am I trying to accomplish? How can I make this task more meaningful/authentic/relevant? Am I increasing/maintaining rigor? How? What tool can achieve this? What specific features does the tool offer to transform the task further? Evaulate the SAMR level of the task you created. Was the task “signifigantly redesigned?” Was it previously inconceiveable? If not, was it a good use of tech technology? Should I repeat steps 2-4 to transform the task? My students need to practice summarizing a text

What does this look like in our curricula? Here are four slides that show the SAMR model These were taken from the Course Maps and Curriculum Guides Language Arts, Math, Science, and Social Studies are represented “SAMR." Flickr. Yahoo!, n.d. Web. 25 Oct. 2016.

LANGUAGE ARTS S A M R Students read Wonderful Wizard of Oz from Tumblebooks on a device. Students use the read-along feature while reading Wonderful Wizard of Oz from TumbleBooks on a device and use unique features (ex. highlighting) to annotate and comment on text. Using Movie Maker students will create a newscast that discusses the relationships among the characters and how these relationships impact the story. Using Wixie students will work collaboratively to create a sociogram based on the characters in the story. Grade 3 Wonderful Wizard of Oz

MATH S A M R Students use Kidblog to discuss and explain their learning on graphs. Students use Microsoft Mathematics on their device to solve problems. Students use Microsoft Mathematics App on their device to solve problems and graph their answers. Students will use Create a Graph to graph their solutions. Gr 6 GT (course map) Ch. 10 Linear Equations and Inequalities

SCIENCE S A M R Students will create a Wiki with the endangered species they researched. Students use Word to create a report on an endangered species. https://upload.wikimedia.org/wikipedia/commons/9/93/Video_icon2.png Students will embed videos on their endangered species. Students will create a Board Builder displaying facts about their endangered species. High School Science 5-E Lesson Component Unit: Ecology Topic: Endangered Species

SOCIAL STUDIES S A M R Using Classtools: Timeline students will create a timeline on the events leading up to the Revolutionary War. Students will use Living Graph to add data to the timeline. Students use MakeBelief Comix to illustrate British Actions and colonial reactions based on the timelines. Students will use Movie Maker to create videos that discuss British actions and colonial reactions culminating in an announcement of war. Grade 5 Social Studies Unit 2: Revolution Our Country’s Heritage: From Colonies to Country

What if I don't know what tool(s) to use?

SAMR...then and now THEN NOW Identify a tool 2. Identify a use 3. Evaluate the tool using SAMR Identify a use 2. Evaluate the learning activity using SAMR 3. Identify a tool

Teacher- centered Learner- centered Substitution/ Augmentation Modification/ Redefinition