Saturday, February 21, 2015
Wednesday, February 4, 2015
Unit 2 Post- Web 2.0 Tools and the SAMR Model
Currently I teach Business/Computers and CTE (Architecture/Drafting) courses to high school students grades 9-12. I was unaware of the SAMR Model before this blogging prompt, but looking in to the model more, I found that I have incorporate the stages of the SAMR model in my classroom without knowing it. The video below briefly describes the SAMR Model and what each of the areas/phases are and how they function.
Substitution- An example of substitution I use is in my Financial Management course. Many of the assignments are located on my class Blackboard site. Here, students are able to open the document, fill in their responses, and either print and turn in or turn in using our class drop box journal (also within our Blackboard site).
Augmentation- An example of augmentation I use within many of my classes is bubbl.us. This site is a brainstorming site and app that allows the user to create and build a bubble brainstorm chart. This allows students to create and build off their ideas throughout many projects in my classroom.
Modification- Example of modification I use within my classroom are using discussion boards and Google Hangout to communicate with each other about topics, content, questions, new and difficult information. This allows my students to communicate and connect with each other easily and constantly throughout their development of projects and content understanding. This is useful for my class because it is hybrid. Here, my students report to class only select days through out the week and throughout the trimester. By opening up and using these discussion tools, communication and discussions occur outside of the classroom as students work on assignments and projects individually and cooperatively.
Redefinition- One of my favorite assignments and example of redefinition I use, occurs during my Intro to Architecture class. Here students use Google Earth to explore man made structures all around the world. They research where the structure is located and find specific information about each of the structures they visit. In the end, students use the information to create a scaled silhouette of the structure, which we hang in the hallway so that other students can see the size difference and learn unique information about structures they may or may not recognize.
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