SAMR: Methods For Transforming the Classroom. Ruben R. Puentedura, Ph.D.
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1 SAMR: Methods For Transforming the Classroom Ruben R. Puentedura, Ph.D.
2 1. Framing Goals for Transformation
3 Choosing the First SAMR Ladder Project: Three Options Your Passion: If you had to pick one topic from your class that best exemplifies why you became fascinated with the subject you teach, what would it be? Barriers to Your Students Progress: Is there a topic in your class that a significant number of students get stuck on, and fail to progress beyond? What Students Will Do In the Future: Which topic from your class would, if deeply understood, best serve the interests of your students in future studies or in their lives outside school?
4 Brief Lecture or Group Discussion (~10 minutes) ConcepTest (~1-2 minutes) Fewer than 30% of students answer correctly Between 30-75% of students answer correctly More than 75% of students answer correctly The instructor revisits and explains the concept Peer Discussion: students try to convince each other (~2-3 minutes) The instructor explains remaining misconceptions ConcepTest (~1-2 minutes) Mazur, E. Peer Instruction - A User's Manual. Prentice Hall (1997)
5 Redefinition Tech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign Augmentation Tech acts as a direct tool substitute, with functional improvement Substitution Tech acts as a direct tool substitute, with no functional change
6 Redefinition Tech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign Augmentation Tech acts as a direct tool substitute, with functional improvement Substitution Tech acts as a direct tool substitute, with no functional change
7 Redefinition Tech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign Augmentation Tech acts as a direct tool substitute, with functional improvement Substitution Tech acts as a direct tool substitute, with no functional change
8 Redefinition Tech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign Augmentation Tech acts as a direct tool substitute, with functional improvement Substitution Tech acts as a direct tool substitute, with no functional change
9 2. Informing Design and Assessment
10 Surveying Seymour Papert s Four Expectations Expectation 1: suitably designed formative/summative assessment rubrics will show improvement when compared to traditional instruction. Expectation 2: students will show more instances of work at progressively higher levels of Bloom's Taxonomy. Expectation 3: student work will demonstrate more and more varied critical thinking cognitive skills, particularly in areas related to the examination of their own thinking processes. Expectation 4: student daily life will reflect the introduction of the technology. This includes (but is not limited to) directly observable aspects such as reduction in student attrition, increase in engagement with civic processes in their community, and engagement with communities beyond their own. S. Papert. An Evaluative Study of Modern Technology in Education. MIT Artificial Intelligence Laboratory Memo No (June, 1976)
11 Black and Wiliam: Defining Formative Assessment Practice in a classroom is formative to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers, to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have taken in the absence of the evidence that was elicited. Black, P. and Wiliam D. Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability. 21:5-31 (2009)
12 Bloom's Taxonomy: Cognitive Processes Anderson & Krathwohl (2001) Remember Understand Apply Analyze Evaluate Create Characteristic Processes Recalling memorized knowledge Recognizing correspondences between memorized knowledge and new material Paraphrasing materials Exemplifying concepts, principles Classifying items Summarizing materials Applying a procedure to a familiar task Using a procedure to solve an unfamiliar, but typed task Extrapolating principles Comparing items Distinguishing relevant/irrelevant or important/unimportant portions of material Integrating heterogeneous elements into a structure Attributing intent in materials Testing for consistency, appropriateness, and effectiveness in principles and procedures Critiquing the consistency, appropriateness, and effectiveness of principles and procedures, basing the critique upon appropriate tests Generating multiple hypotheses based on given criteria Designing a procedure to accomplish an untyped task Inventing a product to accomplish an untyped task Lorin W. Anderson and David R. Krathwohl (Eds.), A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom s Taxonomy of Educational Objectives, Complete Edition. Longman. (2000)
13 Facione: Critical Thinking Cognitive Skills and Subskills Skill Subskills Interpretation Analysis Evaluation Inference Explanation Self-Regulation Categorization Decoding Significance Clarifying Meaning Examining Ideas Identifying Arguments Analyzing Arguments Assessing Claims Assessing Arguments Querying Evidence Conjecturing Alternatives Drawing Conclusions Stating Results Justifying Procedures Presenting Arguments Self-examination Self-correction Peter Facione, Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction - Executive Summary. "The Delphi Report". American Philosophical Association, Committee on Pre-College Philosophy. California Academic Press, 1990
14 Redefinition Tech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign Augmentation Tech acts as a direct tool substitute, with functional improvement Substitution Tech acts as a direct tool substitute, with no functional change
15 Redefinition Tech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign Augmentation Tech acts as a direct tool substitute, with functional improvement Substitution Tech acts as a direct tool substitute, with no functional change
16 Redefinition Tech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign Augmentation Tech acts as a direct tool substitute, with functional improvement Substitution Tech acts as a direct tool substitute, with no functional change
17 Redefinition Tech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign Augmentation Tech acts as a direct tool substitute, with functional improvement Substitution Tech acts as a direct tool substitute, with no functional change
18 3. Transformation in Practice
19 Stefania Bocconi, Panagiotis G. Kampylis and Yves Punie, Innovating Learning: Key Elements for Developing Creative Classrooms in Europe. JRC Scientific and Policy Reports (2012)
20 can be expl and has large Re H o the The C question Challenge Based Learning - About CBL (2011)
21 Redefinition Tech allows for the creation of new tasks, previously inconceivable can be expl and has large Re H Modification Tech allows for significant task redesign Augmentation Tech acts as a direct tool substitute, with functional improvement o the Substitution Tech acts as a direct tool substitute, with no functional change The C question
22 Redefinition Tech allows for the creation of new tasks, previously inconceivable can be expl and has large Re H Modification Tech allows for significant task redesign Augmentation Tech acts as a direct tool substitute, with functional improvement o the Substitution Tech acts as a direct tool substitute, with no functional change The C question
23 Redefinition Tech allows for the creation of new tasks, previously inconceivable can be expl and has large Re H Modification Tech allows for significant task redesign Augmentation Tech acts as a direct tool substitute, with functional improvement o the Substitution Tech acts as a direct tool substitute, with no functional change The C question
24 Hippasus Blog: This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 License.
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