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.
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.