Dive into the

Deep End

Planning Learning Activities

Above the Line
 Outcome
Participants will create learning tasks that are at
each of the four levels of the SAMR model.
Today were going to focus on SAMR
but to talk about that, we need to speak about Blooms
Taxonomy first.
Digitized Learning Digital Learning
What do you notice?
Lets watch a video!
Its all about 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
Planning Process
1. What am I trying to accomplish?
2. How can I make this task more meaningful/authentic/relevant?
3. Am I increasing/maintaining rigor? How?
4. What tool can achieve this?
What specific features does the tool offer to transform the task
further?
5. 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?
Ask yourself Example
My students dont have the necessary
background knowledge of/experience
What am I trying to with earthquakes. I need to increase
accomplish? the students understanding of this
topic before we can read Earthquake
Terror by Peg Kehret.

How can I make this more

- Students can experience an earthquake
meaningful, relevant, virtually
and/or authentic? - Students can talk to individuals who
have experienced earthquakes
Ask yourself Example
I am increasing the rigor by having the
students generate meaningful
Am I increasing or questions that they believe will help
maintaining rigor? them to better understand what it is
How? 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 - Skype Features: Global

- Discovery Education connection, real-time,
achieve this? - Safari Live access to experts
Evaulate the SAMR level of the task you created.

Was the task signifigantly Redefinition because it was previously

redesigned? Was it previously inconceivable to chat with a child in
inconceiveable? Chile who experienced an earthquake.

Was it a good use of Revist step 3- Increase the rigor by

technology? Should I repeat having every student create a
steps 2-4 to transform the personal question to ask to create a
task? dialogue.
Planning Process: Together
Students use paper and pencil to share
1. What am I trying to accomplish? answers to math problems.

2. How can I make this task more meaningful/authentic/relevant?

3. Am I increasing/maintaining rigor? How?
4. What tool can achieve this?
What specific features does the tool offer to transform the task
further?
5. 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?
Explore Modification and Redefinition Scenarios
Share modification and redefinition examples you have seen in
your school.
Think high-tech for a purpose!

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

S A M R

Students use Students use Microsoft Students will use Create a Students use Kidblog to
Microsoft Mathematics App on their Graph to graph their discuss and explain their
Mathematics on their device to solve problems solutions. learning on graphs.
device to solve and graph their answers.
problems.

Gr 6 GT (course map)
Ch. 10 Linear Equations and Inequalities
 SCIENCE

S A M R

Students will create a Wiki

Students use Word to https://upload.wikimedia.org/wikipedia/comm
Students will create a Board with the endangered
ons/9/93/Video_icon2.png
create a report on an Builder displaying facts about species they researched.
endangered species. Students will embed their endangered species.
videos on their
endangered species.

High School Science 5-E Lesson

Component
Unit: Ecology
Topic: Endangered Species
 SOCIAL STUDIES

S A M R

Using Classtools: Students use MakeBelief

Timeline students will Comix to illustrate British
create a timeline on Students will use Living Actions and colonial Students will use Movie
the events leading up Graph to add data to the reactions based on the Maker to create videos that
to the Revolutionary timeline. timelines. discuss British actions and
War. colonial reactions
culminating in an
announcement of war.
Grade 5 Social Studies
Unit 2: Revolution
Our Countrys Heritage: From Colonies to Country
 Who are some
Who in your
people in your
county can you
building that can
contact as a
help get you
resource?
started?
SAMR...then and now
THEN NOW
1. Identify a tool 1. Identify a use

2. Identify a use 2. Evaluate the learning activity

using SAMR
3. Evaluate the tool using SAMR
3. Identify a tool
Weekly Deliverable Due by next class!
https://docs.google.com/spreadsheets/d/1N5kFht4mGz8iazzA5WsqO_iqtZIJ4f05aE6UM0K3BNA/edit#gid=0