S- Use of a white board app to write notes on so students can follow along on paper
A- Use of Google Slides for students to fill in notes - creating specific drag and drop or matching slides for them to use
M -NearPod has changed how the students interact during notes over a new topic. Polling students on ideas. Analyzing answers from other students and giving feedback. Games to review information. Easy access to links and videos to use during instruction time.
R-Have the students study collaboratively on the topic and create a teaching video themselves that may help another student who is struggling
Reflection: The SAMR model caused me to not just find ways to use the technology but to have the technology increase the student’s engagement and ability to create their own learning. If I am just swapping how I do the exact same thing, such as how I give the notes using the ipad versus an overhead or just through lecture I am not changing the learning experience of the students. I am only changing the experience I have with pedagogy. If I transition to the students taking their notes on a Google Doc or Slide versus paper, the students are able to be given more information, maybe a slide with a video to watch or a link to click on to read more information from. Augmenting their experience but still with me in control of what they are learning. As I move the lesson to a modification the students are able to participate and add to the learning experience with their own ideas. They can use each other to learn from and although I am guiding them they are able to make some choices in their experience. With redefinition the students become the drivers of the lesson, and I become another source within their classroom.
A- Use of Google Slides for students to fill in notes - creating specific drag and drop or matching slides for them to use
M -NearPod has changed how the students interact during notes over a new topic. Polling students on ideas. Analyzing answers from other students and giving feedback. Games to review information. Easy access to links and videos to use during instruction time.
R-Have the students study collaboratively on the topic and create a teaching video themselves that may help another student who is struggling
Reflection: The SAMR model caused me to not just find ways to use the technology but to have the technology increase the student’s engagement and ability to create their own learning. If I am just swapping how I do the exact same thing, such as how I give the notes using the ipad versus an overhead or just through lecture I am not changing the learning experience of the students. I am only changing the experience I have with pedagogy. If I transition to the students taking their notes on a Google Doc or Slide versus paper, the students are able to be given more information, maybe a slide with a video to watch or a link to click on to read more information from. Augmenting their experience but still with me in control of what they are learning. As I move the lesson to a modification the students are able to participate and add to the learning experience with their own ideas. They can use each other to learn from and although I am guiding them they are able to make some choices in their experience. With redefinition the students become the drivers of the lesson, and I become another source within their classroom.