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Exploring the Need for Models Purpose is key
Assumes technology doesn’t always equal better
Taking a step back and determining direction
Need a guide to help us navigate better usage
Bombarded with Choices• How do we begin to use discernment in use?
• What models can guide us?
• How can we use more effectively?
3 Helpful Guides
SAMR model CHOICE principles AMP philosophy
3 Helpful Guides
SAMR model CHOICE principles AMP philosophy
How familiar are you with SAMR? Rate your familiarity with SAMR:
1 finger: Never heard of it before 2 fingers: Some general knowledge 3 fingers: Could provide examples 4 fingers: Very familiar- apply often
Polling example New Technology Substitutes for same task
◦ Text me your response
Polling example Provides more functionality (augments) - Collects information - Can collect individual data - Allows for analysis - Can store data results
Polling exampleModifies ActivityProbe deeper w/ multiple promptsProvide a post test or exit slip
Socrative.com
Polling example Redefines- Creating a Word Cloud Doing the unimaginable
What word(s) would you use to describe SAMR?
Polleverywhere.com
“Thinking Differently” What percent of time do you spend on Substituting Augmenting Modifying Redefining with TECHNOLOGY?
What informs my approach?
Focus less on the technology…
MORE on PURPOSE and PEDAGOGY!
Deep Learning with TECHNOLOGY
• Less emphasis on worksheets and tests
• Project-based
• Use creative/ productive tools
• Constructivist philosophy
Taking SAMR to the NEXT LEVEL SAMR pushes ourselves to think about using the power of technology to transform learning We need some guiding principles to use to remind us of best practices for using technology
3 Helpful Guides
SAMR model CHOICE principles AMP philosophy
THE CHOICE Collaborative
Higher-Level Thinking
Open-Ended
Individualized
Connected to Content
Engaging
Collaborative
C
Skills Employers Want 1. Ability to work in a team structure2. Ability to make decisions and solve problems3. Ability to communicate verbally with people inside and outside an organization4. Ability to plan, organize and prioritize work5. Ability to obtain and process information6. Ability to analyze quantitative data7. Technical knowledge related to the job8. Proficiency with computer software programs9. Ability to create and/or edit written reports10. Ability to sell and influence others
http://www.forbes.com/sites/susanadams/2014/11/12/the-10-skills-employers-most-want-in-2015-graduates/
Skills Employers Want 1. Ability to work in a team structure2. Ability to make decisions and solve problems3. Ability to communicate verbally with people inside and outside an organization4. Ability to plan, organize and prioritize work5. Ability to obtain and process information6. Ability to analyze quantitative data7. Technical knowledge related to the job8. Proficiency with computer software programs9. Ability to create and/or edit written reports10. Ability to sell and influence others
http://www.forbes.com/sites/susanadams/2014/11/12/the-10-skills-employers-most-want-in-2015-graduates/
Skills Employers Want 1. Ability to work in a team structure2. Ability to make decisions and solve problems3. Ability to communicate verbally with people inside and outside an organization4. Ability to plan, organize and prioritize work5. Ability to obtain and process information6. Ability to analyze quantitative data7. Technical knowledge related to the job8. Proficiency with computer software programs9. Ability to create and/or edit written reports10. Ability to sell and influence othershttp://www.forbes.com/sites/susanadams/2014/11/12/the-10-skills-employers-most-want-in-2015-graduates/
How to be more collaborative Sharing computers
ePals.com
Any shared work spaces - google docs - wikis
- Padlet.com
Higher-Level Thinking
H
Higher-Level Thinking3-Act Videos by Dan Meyer
3 acts of a “mathematical story”
Act 1: Introduce the central conflict of your story/task clearly, visually, viscerally, using as few words as possible.
3 acts of a “mathematical story”
Act 2: The student overcomes obstacles, looks for resources, and develops new tools.
3 acts of a “mathematical story”
Act 3: Resolve the conflict and set up a sequel/extension.
Higher-Level Thinking3-Act Videos by Dan Meyer
MasteringVideos Grant
WebQuest
WebQuests
Open-Ended
O
Open-EndedMarc Prensky and “graphene”
Explore Missions
Map Mapping Tool
Kid Friendly Search Engine
Individualized
I
Individualized Providing choices Tic Tac Toe Menu of Activities
Sites or programs that customize to level Moodle to customize activity levels
Connected to Content
C
Connected to ContentStudent Created Projects: Word Clouds
- WorditOut - Wordle.net
Posters/ Memes - fakeposter.com - memegenerator.net
Cartoons - toondoo.com
Google Exploration
Engaging/ Interactive
E
Engaging/ Interactive Simulations
Reflect on the 5 principles of CHOICE Collaborative
Higher-Level Thinking
Open-Ended
Individualized
Connected to Content
Engaging
Which one is most important? Which have you done well/ not so
well? What is missing from this list?
3 Helpful Guides
SAMR model CHOICE principles AMP philosophy
How to AMP up any lesson- 3 Things Autonomy
Mastery
Purpose• Designing Solutions around Poverty• Designing Shoes
Final Thoughts/Questions
