Reflection 1

Many of the things that I included with the lesson I chose were similar to the ones I used in the in class example. Many times students use the same techniques for different lessons. In this particular lesson, I chose to use 1st grade and adding up to 100. Many times at the first grade level teachers are lecturing to get the lesson out and for students to begin understanding. Once the teacher is done demonstrating and showing students how it is done, student then take over. Students would then have to practice on their own using manipulatives, fingers, calculator, or paper to perfect the skill that was just taught. Therefore, at the beginning on the lesson students are listening while the teacher talks. Then it changes so that the teacher helps those struggling while the students demonstrate for themselves. 
This lesson would not be viewed as substitution because it is not substituting for anything else. 
It is considered argumentation because teachers are demonstrating a process that can be carried out to figure out an addition problem. 
It is considered modification because teachers are modifying students brain with adding more information about numbers. 
It is considered redefinition because it is redefining what the students already know. 

I chose a lesson over drawing Lewis Structures in a chemistry 1 classroom. Typically, I would have a mini-lecture for my direct instruction, go over a few examples on the students' practice and turn them loose to work on the remaining problems on their own. 

In my lesson, as I moved through the SAMR model, I noted that the "S" and "A" models were still teacher-centered lessons. The whiteboards as augmentation for their practice give students a chance to draw their own structures and work through the processes. This level offers students a chance to compare their work with others.

In the "M" model, students have even more of an opportunity to collaborate with their peers through a canvas discussion. Instead of drawing a lewis structure, students would get a chance to comment on the flaws of a picture of a structure. This still offers a way for students to demonstrate their knowledge of lewis structures without having to actually draw them. The canvas post aspect also forces students to think for themselves as they cannot see other student's posts until they post themselves, instead of allowing another student to share the answer in a typical lecture.

Finally, the "R" model would utilize Flipgrid as a way for a student to record their own tutorial video on drawing Lewis Structures. Students are asked to demonstrate their knowledge by teaching someone else "how to".

The "M" and "R" models offer students more opportunities to create and collaborate with their peers rather than a teacher-centered lesson.

I chose to give students two opportunities for technology use in this lesson. I made this lesson plan for a Biochemistry of Foods class and I think in this class it is more important for them to set up labs, do experiments, and use the tools they have in the kitchen. At the substitution level, they are just using MyPlate online rather than one that they could find on paper or in a book. By doing this, they learn how to locate it and use it for most or all of their meals. At the redefinition level, we would just use different tools in the kitchen that would allow the students to do something that they would not have been able to do before. This could be something like a dehydrator and we could make meat or it could be something as simple as a food processor to make hummus. 

Students can extend what they have learned by applying what they have learned in practice. Students often while I see them in practice, I will ask them questions about how they decided what they are doing in practice. From there I can listen and access how the students either understood the objective of the lesson or if they have any misconceptions. Which from that point I can pull them during group to do practice in the area where there is a gap.

This lesson is specific can be implemented with technology in many different ways for exploration. If students are interested in the phases of the moon or space in general there are so many resources out there for them to explore space and look at planets and stars. In my lesson, the S would be my direct instruction to the students explaining the general aspects of the moon and finding out what they already know and what they want to know about the moon. The A phase is where students can access their work through the canvas and also in the class. canvas has many linked videos to an exploration of the moon as it changes around the earth. The M phase incorporated the hands-on portion of the lesson. As the teacher, I have 3d printed models of the phases of the moon and they are to create their moon phases charts in class to have their own to reference whenever. The R phase is the students having their created moon phases along with the teachers model handy in class to share with peers and other teachers. 

I chose to do a third-grade fractions lesson because this is a grade and lesson that I would teach. The key technology I chose to use is 3D printing because students can work together or with assistance to create a fractions model that they can hold and model with. At the S and A stage, it is very teacher-centered with passive learning from students. Once at the M and R stage, students are able to create and share out their models thus actively showing their knowledge.