Teaching 1:1.3 SAMR Model Review
Practice IT
Try It Out
Next
Learn About it
GROW your Understanding
Start
Apply It
Play WITH Your New LEARNING
Make it Happen
Learn About The SAMR Model
Choose an example to watch how each topic could be enhanced or transformed using the SAMR Model
Info
Infographic of the SAMR Model
Writing
Reading
Read more
Read more
Read more
The SAMR Model Explained (w/ practical examples)
How SAMR and Tech Can Help Teachers Truly Transform Assessment
SAMR Model overivew and planning
Science
Math
Watch
Teachers use the SAMR model to evaluate how they integrate technology
Social Studies
Practice It
Choose an activity from each level to practice your understanding of the SAMR Model
LEvel 1: Sort
LEvel 2: T/F
Note: close the window after each choice to return to the Genial.ly
Practice It
LEvel 1: Sort
Choose an activity from each level to practice your understanding of the SAMR Model
LEvel 2: T/F
Note: close the window after each choice to return to the Genial.ly
Practice It
ELA | Secondary
ELA | Elementary
Assessment
Counselor / Social Worker
Choose T/F topic to practice
Music
Math
Psychologist / Program Spc
P.E.
Note: close the window after taking the quiz to return to the Genial.ly
OT | PT
Science
Social Studies
Practice with the SAMR Model
Choose a topic from the options below to practice identifying activities at each phase of the SAMR model. **Once you finish practicing, use the arrow to return to the Practice It landing page.
Assessment
P.E.
Social Studies
ELA | Secondary
ELA | Elementary
Math
OT | PT
Counselor | Social Worker
Program Specialist | Psychologist
Science
Music
Click the pencil to draw -> Click the pencil again when you are finished. Then, click the key to check your answers.
Draw a line to match the task to the appropriate phase of the SAMR model.
Original Assignment: Learning how to hit a baseball by watching and listening to a Coach or PE instructor show you and then trying it yourself.
The coach/teacher videos the training exercise and “flips” the lesson, having students watch it as homework, and using class time to practice and reinforce techniques.
Redefinition
Students watch video examples and practice the techniques, then the coach/teacher videos them hitting balls and provides feedback about students' technique.
Modification
Augmentation
The coach/teacher videos the training exercise and uses this as the lesson.
The coach/teacher videos the training exercise and provides links to other training content (videos and articles from other coaches, etc).
Substitution
Back
Check your answers.
Original Assignment: Learning how to hit a baseball by watching and listening to a Coach or PE instructor show you and then trying it yourself.
The coach/teacher videos the training exercise and “flips” the lesson, having students watch it as homework, and using class time to practice and reinforce techniques.
Redefinition
Students watch video examples and practice the techniques, then the coach/teacher videos them hitting balls and provides feedback about students' technique.
Modification
Augmentation
The coach/teacher videos the training exercise and uses this as the lesson.
The coach/teacher videos the training exercise and provides links to other training content (videos and articles from other coaches, etc).
Substitution
Click the pencil to draw -> Click the pencil again when you are finished. Then, click the key to check your answers.
Draw a line to match the task to the appropriate phase of the SAMR model.
Original Assignment: Take a quiz, multiple choice and short answers, handwritten on a printed paper.
As an alternative form of assessment, students could be asked to write an essay around a relevant theme. The written essay could then be narrated and captured as vocal recording.
Redefinition
Modification
Use a Google Form for students to complete the quiz.
A classroom is asked to create a documentary video answering an essential question related to important concepts. Teams of students take on different subtopics and collaborate to create one final product. Teams are expected to contact outside sources for information.
Augmentation
Substitution
Share the quiz as a Google Doc with students filling in answers on a computer.
Back
Draw a line to match the task to the appropriate phase of the SAMR model.
Cick here to reveal the answer
Original Assignment: Take a quiz, multiple choice and short answers, handwritten on a printed paper.
As an alternative form of assessment, students could be asked to write an essay around a relevant theme. The written essay could then be narrated and captured as vocal recording.
Redefinition
Modification
Use a Google Form for students to complete the quiz.
A classroom is asked to create a documentary video answering an essential question related to important concepts. Teams of students take on different subtopics and collaborate to create one final product. Teams are expected to contact outside sources for information.
Augmentation
Substitution
Share the quiz as a Google Doc with students filling in answers on a computer.
Click the pencil to draw -> Click the pencil again when you are finished. Then, click the key to check your answers.
Draw a line to match the task to the appropriate phase of the SAMR model.
Original Assignment: Write a Report/Essay about the causes of ___________(Wars, Major Events, Rise/Fall of Empires, etc).
Redefinition
Students create a podcast explaining the causes of _______ to be shared with the class for peer & teacher feedback.
Modification
Students use Google Docs to write a report/essay about the causes of _______.
Students use Google Docs to write a report/essay about the causes of ________ including the use of formatting features and adding images to create depth in the essay.
Augmentation
Substitution
Teams of students collaborate to create a documentary highlighting the causes of ________ to be published to the class Google Site.
Back
Draw a line to match the task to the appropriate phase of the SAMR model.
Click here to reveal the answer
Original Assignment: Write a Report/Essay about the causes of ___________(Wars, Major Events, Rise/Fall of Empires, etc).
Redefinition
Students create a podcast explaining the causes of _______ to be shared with the class for peer & teacher feedback.
Modification
Students use Google Docs to write a report/essay about the causes of _______.
Students use Google Docs to write a report/essay about the causes of ________ including the use of formatting features and adding images to create depth in the essay.
Augmentation
Substitution
Teams of students collaborate to create a documentary highlighting the causes of ________ to be published to the class Google Site.
Click the pencil to draw -> Click the pencil again when you are finished. Then, click the key to check your answers.
Draw a line to match the task to the appropriate phase of the SAMR model.
Original Assignment: Students graph a function on graph paper.
Redefinition
Students use a graphing calculator on Desmos to graph a function.
Students create a blog or (post to Google Classroom) their graphs and videos for others to comment on, share, and compare ideas. Students could even use a Google Meet to discuss with students from other classes.
Modification
Students screen capture the graph of the function’s equation from Desmos (using either a laptop or cellphone) and use the images to create a screen-cast (video) about their learning to share with others.
Augmentation
Students use sliders on Desmos to look at what happens to the graph when values of a, b, h, and k are changed.
Substitution
Back
Draw a line to match the task to the appropriate phase of the SAMR model.
Click here to reveal the answer
Original Assignment: Students graph a function on graph paper.
Redefinition
Students use a graphing calculator on Desmos to graph a function.
Students create a blog or (post to Google Classroom) their graphs and videos for others to comment on, share, and compare ideas. Students could even use a Google Meet to discuss with students from other classes.
Modification
Students screen capture the graph of the function’s equation from Desmos (using either a laptop or cellphone) and use the images to create a screen-cast (video) about their learning to share with others.
Augmentation
Students use sliders on Desmos to look at what happens to the graph when values of a, b, h, and k are changed.
Substitution
Click the pencil to draw -> Click the pencil again when you are finished. Then, click the key to check your answers.
Draw a line to match the task to the appropriate phase of the SAMR model.
Original Assignment: Students read text from a paper bound book and retell elements of the story.
Students read the story on a device and then meet via Google Meet to have a book club discussing the book they read. Students would discuss story elements and text elements while using the text itself to refer to in the discussion.
Redefinition
Modification
Students read text on a device via SAVVAS, Epic books, or PDF documents and then retell elements of the story.
Students read the story on a device and then record commentary about their annotations and comments related to features of the text and describe the elements of the text. Younger students could also record a book trailer (book talk), describe the parts of a story or develop Google Slides to showcase parts of the story.
Augmentation
Substitution
Students read text on a device and use features to annotate and comment on the text as well as text-to-speech options.
Back
Draw a line to match the task to the appropriate phase of the SAMR model.
Click here to reveal the answer
Original Assignment: Students read text from a paper bound book and retell elements of the story.
Students read the story on a device and then meet via Google Meet to have a book club discussing the book they read. Students would discuss story elements and text elements while using the text itself to refer to in the discussion.
Redefinition
Modification
Students read text on a device via SAVVAS, Epic books, or PDF documents and then retell elements of the story.
Students read the story on a device and then record commentary about their annotations and comments related to features of the text and describe the elements of the text. Younger students could also record a book trailer (book talk), describe the parts of a story or develop Google Slides to showcase parts of the story.
Augmentation
Substitution
Students read text on a device and use features to annotate and comment on the text as well as text-to-speech options.
Click the pencil to draw -> Click the pencil again when you are finished. Then, click the key to check your answers.
Draw a line to match the task to the appropriate phase of the SAMR model.
Original Assignment: Students read the text to determine the central idea and provide an objective summary.
Students use Google Slides to storyboard essential elements from text. Slides include photo and video elements collected via Google Search to support assertions and conclusions.
Redefinition
Students work in teams via Google Docs to create collaborative Cornell Notes to summarize text. Teams peer revise and provide feedback via comments in Google Docs.
Modification
Students access text via Google Classroom and close read for comprehension. They type responses to short answer comprehension questions and type a summary in a Google Doc and turn it in to the teacher.
Augmentation
Students use Google Hangouts to debate text assertions with peers in other classes at their school and/or across the district. Summaries, prompts, and essential questions are created by students prior to the activity and shared to all participants of the Google Hangouts before the meeting.
Substitution
Back
Draw a line to match the task to the appropriate phase of the SAMR model.
Click here to reveal the answer
Original Assignment: Students read the text to determine the central idea and provide an objective summary.
Students use Google Slides to storyboard essential elements from text. Slides include photo and video elements collected via Google Search to support assertions and conclusions.
Redefinition
Students work in teams via Google Docs to create collaborative Cornell Notes to summarize text. Teams peer revise and provide feedback via comments in Google Docs.
Modification
Students access text via Google Classroom and close read for comprehension. They type responses to short answer comprehension questions and type a summary in a Google Doc and turn it in to the teacher.
Augmentation
Students use Google Hangouts to debate text assertions with peers in other classes at their school and/or across the district. Summaries, prompts, and essential questions are created by students prior to the activity and shared to all participants of the Google Hangouts before the meeting.
Substitution
Click the pencil to draw -> Click the pencil again when you are finished. Then, click the key to check your answers.
Draw a line to match the task to the appropriate phase of the SAMR model.
Original Assignment: Students read text from a paper bound book and retell elements of the story.
Redefinition
Students use computers or tablets and multimedia devices with differing inputs and outputs.
Modification
Students use customized technology that allows students to write or read using alternative technologies, such as the Perkins Brailler.
Augmentation
Students use customized technology that allows teachers and students mobility, writing, reading, and hearing facilities.
Students use accessiblity settings, such as voice recognition and text-to-speech to read or write text.
Substitution
Back
Draw a line to match the task to the appropriate phase of the SAMR model.
Click here to reveal the answer
Original Assignment: Students read text from a paper bound book and retell elements of the story.
Redefinition
Students use computers or tablets and multimedia devices with differing inputs and outputs.
Modification
Students use customized technology that allows students to write or read using alternative technologies, such as the Perkins Brailler.
Augmentation
Students use customized technology that allows teachers and students mobility, writing, reading, and hearing facilities.
Students use accessiblity settings, such as voice recognition and text-to-speech to read or write text.
Substitution
Click the pencil to draw -> Click the pencil again when you are finished. Then, click the key to check your answers.
Draw a line to match the task to the appropriate phase of the SAMR model.
Original Assignment: Students read books to learn about animal adaptations and complete worksheets to answer questions about what was learned.
Students read various articles online about how animals adapt to their environments and record important information in a Google Doc using the highlighting features and inserting images to visually show the adaptations among animals.
Redefinition
Students view a virtual field trip to various zoos around the world to compare/contrast animal adaptations of a particular animal/region of the world. Students share their findings by selecting from a variety of digital options (Slides, Canva, video recording) to explain how animals adapt to their environments. These are then shared on a classroom website.
Modification
Augmentation
Students read various articles online about how animals adapt to their environments and answer questions in a Google Doc about what was learned.
Students choose an animal and work in groups to research online and then collaborate on a shared Google Slides to organize and present their findings to the class. Students review other groups’ presentations and add comments during a digital gallery walk to discuss peer learning.
Substitution
Back
Draw a line to match the task to the appropriate phase of the SAMR model.
Click here to reveal the answer
Original Assignment: Students read books to learn about animal adaptations and complete worksheets to answer questions about what was learned.
Students read various articles online about how animals adapt to their environments and record important information in a Google Doc using the highlighting features and inserting images to visually show the adaptations among animals.
Redefinition
Students view a virtual field trip to various zoos around the world to compare/contrast animal adaptations of a particular animal/region of the world. Students share their findings by selecting from a variety of digital options (Slides, Canva, video recording) to explain how animals adapt to their environments. These are then shared on a classroom website.
Modification
Augmentation
Students read various articles online about how animals adapt to their environments and answer questions in a Google Doc about what was learned.
Students choose an animal and work in groups to research online and then collaborate on a shared Google Slides to organize and present their findings to the class. Students review other groups’ presentations and add comments during a digital gallery walk to discuss peer learning.
Substitution
Click the pencil to draw -> Click the pencil again when you are finished. Then, click the key to check your answers.
Draw a line to match the task to the appropriate phase of the SAMR model.
Original Assignment: Students perform a song (singing, playing an instrument) and the teacher gives verbal feedback.
Students record themselves performing a song (singing, playing an instrument) on FlipGrid and reflect on their performance and another peer’s video.
Redefinition
Teachers record students performing a song (singing, playing an instrument) and the class watches it back while the teacher gives feedback.
Modification
Students join a Google Meet with students from other schools to perform a song (singing, playing an instrument). Students give each other feedback live through the Google Meet.
Augmentation
Teachers record students performing a song (singing, playing an instrument) and post it in Google Classroom. Students provide feedback to each other by typing comments on the video.
Substitution
Back
Draw a line to match the task to the appropriate phase of the SAMR model.
Click here to reveal the answer
Original Assignment: Students perform a song (singing, playing an instrument) and the teacher gives verbal feedback.
Students record themselves performing a song (singing, playing an instrument) on FlipGrid and reflect on their performance and another peer’s video.
Redefinition
Teachers record students performing a song (singing, playing an instrument) and the class watches it back while the teacher gives feedback.
Modification
Students join a Google Meet with students from other schools to perform a song (singing, playing an instrument). Students give each other feedback live through the Google Meet.
Augmentation
Teachers record students performing a song (singing, playing an instrument) and post it in Google Classroom. Students provide feedback to each other by typing comments on the video.
Substitution
Click the pencil to draw -> Click the pencil again when you are finished. Then, click the key to check your answers.
Draw a line to match the task to the appropriate phase of the SAMR model.
Consider this activity to help students who need help with reframing negative thoughts. Original Assignment: Begin a gratitude journal. Each night before bed or first thing in the morning when you wake up, write down something that you are grateful for in your life. Describe how this thing is positively impacting your life.
Using your chromebook to type your journal entry in a Google Doc about what you are grateful for and how it is positively impacting your life.
Redefinition
Create a Pinterest board or use Wakelet to represent what you are grateful for and how it is positively impacting your life. Then share your board with friends to connect, comment or add to your own gratitude board.
Modification
Augmentation
Find an image that supports your feelings to add to your journal in a Google Doc and explain how it positively impacts your life.
Substitution
Make a personal vlog (video blog) about what you are grateful for and how it is positively impacting your life.
Back
Draw a line to match the task to the appropriate phase of the SAMR model.
Click here to reveal the answer
Consider this activity to help students who need help with reframing negative thoughts. Original Assignment: Begin a gratitude journal. Each night before bed or first thing in the morning when you wake up, write down something that you are grateful for in your life. Describe how this thing is positively impacting your life.
Using your chromebook to type your journal entry in a Google Doc about what you are grateful for and how it is positively impacting your life.
Redefinition
Create a Pinterest board or use Wakelet to represent what you are grateful for and how it is positively impacting your life. Then share your board with friends to connect, comment or add to your own gratitude board.
Modification
Augmentation
Find an image that supports your feelings to add to your journal in a Google Doc and explain how it positively impacts your life.
Substitution
Make a personal vlog (video blog) about what you are grateful for and how it is positively impacting your life.
Click the pencil to draw -> Click the pencil again when you are finished. Then, click the key to check your answers.
Draw a line to match the task to the appropriate phase of the SAMR model.
Original Assignment: Tracking student progress towards a goal on a worksheet.
Redefinition
Teachers use conditional formatting or graphs/charts from Google Sheets to show progress towards a goal.
Share evidence of progress over time in a digital portfolio to collaborate electronically and make decisions with all stakeholders.
Modification
Augmentation
Students and teachers add links to evidence of progress over time to a digital portfolio.
Substitution
Track student progress toward a goal using a Google Sheet.
Back
Draw a line to match the task to the appropriate phase of the SAMR model.
Original Assignment: Tracking student progress towards a goal on a worksheet.
Redefinition
Teachers use conditional formatting or graphs/charts from Google Sheets to show progress towards a goal.
Share evidence of progress over time in a digital portfolio to collaborate electronically and make decisions with all stakeholders.
Modification
Augmentation
Students and teachers add links to evidence of progress over time to a digital portfolio.
Substitution
Track student progress toward a goal using a Google Sheet.
Apply Your Learning
Join a team in Google Meet (or in person)If time allows: Work with your team to complete the following activity.
Note: This activity is listed in the playlist
1. Think of a task / assessment you plan to use during quarter 3.Identify the Acheivement Target Type of the task / activity 2. Make / Revise a Plan Consider the appropriateness of the task / assessemnt in light of the achievment target type that you identified Evaluate your plan and consider: - How might you adjust the taks / assessment to enhance or transform the learning? - How might you change the activity to make it more relevent for students? 3. Update / Create Learning for your Learning Goal in quarter 3
Teaching 1:1.3 Learning Plan
Cassandra Bates
Created on November 29, 2021
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Transcript
Teaching 1:1.3 SAMR Model Review
Practice IT
Try It Out
Next
Learn About it
GROW your Understanding
Start
Apply It
Play WITH Your New LEARNING
Make it Happen
Learn About The SAMR Model
Choose an example to watch how each topic could be enhanced or transformed using the SAMR Model
Info
Infographic of the SAMR Model
Writing
Reading
Read more
Read more
Read more
The SAMR Model Explained (w/ practical examples)
How SAMR and Tech Can Help Teachers Truly Transform Assessment
SAMR Model overivew and planning
Science
Math
Watch
Teachers use the SAMR model to evaluate how they integrate technology
Social Studies
Practice It
Choose an activity from each level to practice your understanding of the SAMR Model
LEvel 1: Sort
LEvel 2: T/F
Note: close the window after each choice to return to the Genial.ly
Practice It
LEvel 1: Sort
Choose an activity from each level to practice your understanding of the SAMR Model
LEvel 2: T/F
Note: close the window after each choice to return to the Genial.ly
Practice It
ELA | Secondary
ELA | Elementary
Assessment
Counselor / Social Worker
Choose T/F topic to practice
Music
Math
Psychologist / Program Spc
P.E.
Note: close the window after taking the quiz to return to the Genial.ly
OT | PT
Science
Social Studies
Practice with the SAMR Model
Choose a topic from the options below to practice identifying activities at each phase of the SAMR model. **Once you finish practicing, use the arrow to return to the Practice It landing page.
Assessment
P.E.
Social Studies
ELA | Secondary
ELA | Elementary
Math
OT | PT
Counselor | Social Worker
Program Specialist | Psychologist
Science
Music
Click the pencil to draw -> Click the pencil again when you are finished. Then, click the key to check your answers.
Draw a line to match the task to the appropriate phase of the SAMR model.
Original Assignment: Learning how to hit a baseball by watching and listening to a Coach or PE instructor show you and then trying it yourself.
The coach/teacher videos the training exercise and “flips” the lesson, having students watch it as homework, and using class time to practice and reinforce techniques.
Redefinition
Students watch video examples and practice the techniques, then the coach/teacher videos them hitting balls and provides feedback about students' technique.
Modification
Augmentation
The coach/teacher videos the training exercise and uses this as the lesson.
The coach/teacher videos the training exercise and provides links to other training content (videos and articles from other coaches, etc).
Substitution
Back
Check your answers.
Original Assignment: Learning how to hit a baseball by watching and listening to a Coach or PE instructor show you and then trying it yourself.
The coach/teacher videos the training exercise and “flips” the lesson, having students watch it as homework, and using class time to practice and reinforce techniques.
Redefinition
Students watch video examples and practice the techniques, then the coach/teacher videos them hitting balls and provides feedback about students' technique.
Modification
Augmentation
The coach/teacher videos the training exercise and uses this as the lesson.
The coach/teacher videos the training exercise and provides links to other training content (videos and articles from other coaches, etc).
Substitution
Click the pencil to draw -> Click the pencil again when you are finished. Then, click the key to check your answers.
Draw a line to match the task to the appropriate phase of the SAMR model.
Original Assignment: Take a quiz, multiple choice and short answers, handwritten on a printed paper.
As an alternative form of assessment, students could be asked to write an essay around a relevant theme. The written essay could then be narrated and captured as vocal recording.
Redefinition
Modification
Use a Google Form for students to complete the quiz.
A classroom is asked to create a documentary video answering an essential question related to important concepts. Teams of students take on different subtopics and collaborate to create one final product. Teams are expected to contact outside sources for information.
Augmentation
Substitution
Share the quiz as a Google Doc with students filling in answers on a computer.
Back
Draw a line to match the task to the appropriate phase of the SAMR model.
Cick here to reveal the answer
Original Assignment: Take a quiz, multiple choice and short answers, handwritten on a printed paper.
As an alternative form of assessment, students could be asked to write an essay around a relevant theme. The written essay could then be narrated and captured as vocal recording.
Redefinition
Modification
Use a Google Form for students to complete the quiz.
A classroom is asked to create a documentary video answering an essential question related to important concepts. Teams of students take on different subtopics and collaborate to create one final product. Teams are expected to contact outside sources for information.
Augmentation
Substitution
Share the quiz as a Google Doc with students filling in answers on a computer.
Click the pencil to draw -> Click the pencil again when you are finished. Then, click the key to check your answers.
Draw a line to match the task to the appropriate phase of the SAMR model.
Original Assignment: Write a Report/Essay about the causes of ___________(Wars, Major Events, Rise/Fall of Empires, etc).
Redefinition
Students create a podcast explaining the causes of _______ to be shared with the class for peer & teacher feedback.
Modification
Students use Google Docs to write a report/essay about the causes of _______.
Students use Google Docs to write a report/essay about the causes of ________ including the use of formatting features and adding images to create depth in the essay.
Augmentation
Substitution
Teams of students collaborate to create a documentary highlighting the causes of ________ to be published to the class Google Site.
Back
Draw a line to match the task to the appropriate phase of the SAMR model.
Click here to reveal the answer
Original Assignment: Write a Report/Essay about the causes of ___________(Wars, Major Events, Rise/Fall of Empires, etc).
Redefinition
Students create a podcast explaining the causes of _______ to be shared with the class for peer & teacher feedback.
Modification
Students use Google Docs to write a report/essay about the causes of _______.
Students use Google Docs to write a report/essay about the causes of ________ including the use of formatting features and adding images to create depth in the essay.
Augmentation
Substitution
Teams of students collaborate to create a documentary highlighting the causes of ________ to be published to the class Google Site.
Click the pencil to draw -> Click the pencil again when you are finished. Then, click the key to check your answers.
Draw a line to match the task to the appropriate phase of the SAMR model.
Original Assignment: Students graph a function on graph paper.
Redefinition
Students use a graphing calculator on Desmos to graph a function.
Students create a blog or (post to Google Classroom) their graphs and videos for others to comment on, share, and compare ideas. Students could even use a Google Meet to discuss with students from other classes.
Modification
Students screen capture the graph of the function’s equation from Desmos (using either a laptop or cellphone) and use the images to create a screen-cast (video) about their learning to share with others.
Augmentation
Students use sliders on Desmos to look at what happens to the graph when values of a, b, h, and k are changed.
Substitution
Back
Draw a line to match the task to the appropriate phase of the SAMR model.
Click here to reveal the answer
Original Assignment: Students graph a function on graph paper.
Redefinition
Students use a graphing calculator on Desmos to graph a function.
Students create a blog or (post to Google Classroom) their graphs and videos for others to comment on, share, and compare ideas. Students could even use a Google Meet to discuss with students from other classes.
Modification
Students screen capture the graph of the function’s equation from Desmos (using either a laptop or cellphone) and use the images to create a screen-cast (video) about their learning to share with others.
Augmentation
Students use sliders on Desmos to look at what happens to the graph when values of a, b, h, and k are changed.
Substitution
Click the pencil to draw -> Click the pencil again when you are finished. Then, click the key to check your answers.
Draw a line to match the task to the appropriate phase of the SAMR model.
Original Assignment: Students read text from a paper bound book and retell elements of the story.
Students read the story on a device and then meet via Google Meet to have a book club discussing the book they read. Students would discuss story elements and text elements while using the text itself to refer to in the discussion.
Redefinition
Modification
Students read text on a device via SAVVAS, Epic books, or PDF documents and then retell elements of the story.
Students read the story on a device and then record commentary about their annotations and comments related to features of the text and describe the elements of the text. Younger students could also record a book trailer (book talk), describe the parts of a story or develop Google Slides to showcase parts of the story.
Augmentation
Substitution
Students read text on a device and use features to annotate and comment on the text as well as text-to-speech options.
Back
Draw a line to match the task to the appropriate phase of the SAMR model.
Click here to reveal the answer
Original Assignment: Students read text from a paper bound book and retell elements of the story.
Students read the story on a device and then meet via Google Meet to have a book club discussing the book they read. Students would discuss story elements and text elements while using the text itself to refer to in the discussion.
Redefinition
Modification
Students read text on a device via SAVVAS, Epic books, or PDF documents and then retell elements of the story.
Students read the story on a device and then record commentary about their annotations and comments related to features of the text and describe the elements of the text. Younger students could also record a book trailer (book talk), describe the parts of a story or develop Google Slides to showcase parts of the story.
Augmentation
Substitution
Students read text on a device and use features to annotate and comment on the text as well as text-to-speech options.
Click the pencil to draw -> Click the pencil again when you are finished. Then, click the key to check your answers.
Draw a line to match the task to the appropriate phase of the SAMR model.
Original Assignment: Students read the text to determine the central idea and provide an objective summary.
Students use Google Slides to storyboard essential elements from text. Slides include photo and video elements collected via Google Search to support assertions and conclusions.
Redefinition
Students work in teams via Google Docs to create collaborative Cornell Notes to summarize text. Teams peer revise and provide feedback via comments in Google Docs.
Modification
Students access text via Google Classroom and close read for comprehension. They type responses to short answer comprehension questions and type a summary in a Google Doc and turn it in to the teacher.
Augmentation
Students use Google Hangouts to debate text assertions with peers in other classes at their school and/or across the district. Summaries, prompts, and essential questions are created by students prior to the activity and shared to all participants of the Google Hangouts before the meeting.
Substitution
Back
Draw a line to match the task to the appropriate phase of the SAMR model.
Click here to reveal the answer
Original Assignment: Students read the text to determine the central idea and provide an objective summary.
Students use Google Slides to storyboard essential elements from text. Slides include photo and video elements collected via Google Search to support assertions and conclusions.
Redefinition
Students work in teams via Google Docs to create collaborative Cornell Notes to summarize text. Teams peer revise and provide feedback via comments in Google Docs.
Modification
Students access text via Google Classroom and close read for comprehension. They type responses to short answer comprehension questions and type a summary in a Google Doc and turn it in to the teacher.
Augmentation
Students use Google Hangouts to debate text assertions with peers in other classes at their school and/or across the district. Summaries, prompts, and essential questions are created by students prior to the activity and shared to all participants of the Google Hangouts before the meeting.
Substitution
Click the pencil to draw -> Click the pencil again when you are finished. Then, click the key to check your answers.
Draw a line to match the task to the appropriate phase of the SAMR model.
Original Assignment: Students read text from a paper bound book and retell elements of the story.
Redefinition
Students use computers or tablets and multimedia devices with differing inputs and outputs.
Modification
Students use customized technology that allows students to write or read using alternative technologies, such as the Perkins Brailler.
Augmentation
Students use customized technology that allows teachers and students mobility, writing, reading, and hearing facilities.
Students use accessiblity settings, such as voice recognition and text-to-speech to read or write text.
Substitution
Back
Draw a line to match the task to the appropriate phase of the SAMR model.
Click here to reveal the answer
Original Assignment: Students read text from a paper bound book and retell elements of the story.
Redefinition
Students use computers or tablets and multimedia devices with differing inputs and outputs.
Modification
Students use customized technology that allows students to write or read using alternative technologies, such as the Perkins Brailler.
Augmentation
Students use customized technology that allows teachers and students mobility, writing, reading, and hearing facilities.
Students use accessiblity settings, such as voice recognition and text-to-speech to read or write text.
Substitution
Click the pencil to draw -> Click the pencil again when you are finished. Then, click the key to check your answers.
Draw a line to match the task to the appropriate phase of the SAMR model.
Original Assignment: Students read books to learn about animal adaptations and complete worksheets to answer questions about what was learned.
Students read various articles online about how animals adapt to their environments and record important information in a Google Doc using the highlighting features and inserting images to visually show the adaptations among animals.
Redefinition
Students view a virtual field trip to various zoos around the world to compare/contrast animal adaptations of a particular animal/region of the world. Students share their findings by selecting from a variety of digital options (Slides, Canva, video recording) to explain how animals adapt to their environments. These are then shared on a classroom website.
Modification
Augmentation
Students read various articles online about how animals adapt to their environments and answer questions in a Google Doc about what was learned.
Students choose an animal and work in groups to research online and then collaborate on a shared Google Slides to organize and present their findings to the class. Students review other groups’ presentations and add comments during a digital gallery walk to discuss peer learning.
Substitution
Back
Draw a line to match the task to the appropriate phase of the SAMR model.
Click here to reveal the answer
Original Assignment: Students read books to learn about animal adaptations and complete worksheets to answer questions about what was learned.
Students read various articles online about how animals adapt to their environments and record important information in a Google Doc using the highlighting features and inserting images to visually show the adaptations among animals.
Redefinition
Students view a virtual field trip to various zoos around the world to compare/contrast animal adaptations of a particular animal/region of the world. Students share their findings by selecting from a variety of digital options (Slides, Canva, video recording) to explain how animals adapt to their environments. These are then shared on a classroom website.
Modification
Augmentation
Students read various articles online about how animals adapt to their environments and answer questions in a Google Doc about what was learned.
Students choose an animal and work in groups to research online and then collaborate on a shared Google Slides to organize and present their findings to the class. Students review other groups’ presentations and add comments during a digital gallery walk to discuss peer learning.
Substitution
Click the pencil to draw -> Click the pencil again when you are finished. Then, click the key to check your answers.
Draw a line to match the task to the appropriate phase of the SAMR model.
Original Assignment: Students perform a song (singing, playing an instrument) and the teacher gives verbal feedback.
Students record themselves performing a song (singing, playing an instrument) on FlipGrid and reflect on their performance and another peer’s video.
Redefinition
Teachers record students performing a song (singing, playing an instrument) and the class watches it back while the teacher gives feedback.
Modification
Students join a Google Meet with students from other schools to perform a song (singing, playing an instrument). Students give each other feedback live through the Google Meet.
Augmentation
Teachers record students performing a song (singing, playing an instrument) and post it in Google Classroom. Students provide feedback to each other by typing comments on the video.
Substitution
Back
Draw a line to match the task to the appropriate phase of the SAMR model.
Click here to reveal the answer
Original Assignment: Students perform a song (singing, playing an instrument) and the teacher gives verbal feedback.
Students record themselves performing a song (singing, playing an instrument) on FlipGrid and reflect on their performance and another peer’s video.
Redefinition
Teachers record students performing a song (singing, playing an instrument) and the class watches it back while the teacher gives feedback.
Modification
Students join a Google Meet with students from other schools to perform a song (singing, playing an instrument). Students give each other feedback live through the Google Meet.
Augmentation
Teachers record students performing a song (singing, playing an instrument) and post it in Google Classroom. Students provide feedback to each other by typing comments on the video.
Substitution
Click the pencil to draw -> Click the pencil again when you are finished. Then, click the key to check your answers.
Draw a line to match the task to the appropriate phase of the SAMR model.
Consider this activity to help students who need help with reframing negative thoughts. Original Assignment: Begin a gratitude journal. Each night before bed or first thing in the morning when you wake up, write down something that you are grateful for in your life. Describe how this thing is positively impacting your life.
Using your chromebook to type your journal entry in a Google Doc about what you are grateful for and how it is positively impacting your life.
Redefinition
Create a Pinterest board or use Wakelet to represent what you are grateful for and how it is positively impacting your life. Then share your board with friends to connect, comment or add to your own gratitude board.
Modification
Augmentation
Find an image that supports your feelings to add to your journal in a Google Doc and explain how it positively impacts your life.
Substitution
Make a personal vlog (video blog) about what you are grateful for and how it is positively impacting your life.
Back
Draw a line to match the task to the appropriate phase of the SAMR model.
Click here to reveal the answer
Consider this activity to help students who need help with reframing negative thoughts. Original Assignment: Begin a gratitude journal. Each night before bed or first thing in the morning when you wake up, write down something that you are grateful for in your life. Describe how this thing is positively impacting your life.
Using your chromebook to type your journal entry in a Google Doc about what you are grateful for and how it is positively impacting your life.
Redefinition
Create a Pinterest board or use Wakelet to represent what you are grateful for and how it is positively impacting your life. Then share your board with friends to connect, comment or add to your own gratitude board.
Modification
Augmentation
Find an image that supports your feelings to add to your journal in a Google Doc and explain how it positively impacts your life.
Substitution
Make a personal vlog (video blog) about what you are grateful for and how it is positively impacting your life.
Click the pencil to draw -> Click the pencil again when you are finished. Then, click the key to check your answers.
Draw a line to match the task to the appropriate phase of the SAMR model.
Original Assignment: Tracking student progress towards a goal on a worksheet.
Redefinition
Teachers use conditional formatting or graphs/charts from Google Sheets to show progress towards a goal.
Share evidence of progress over time in a digital portfolio to collaborate electronically and make decisions with all stakeholders.
Modification
Augmentation
Students and teachers add links to evidence of progress over time to a digital portfolio.
Substitution
Track student progress toward a goal using a Google Sheet.
Back
Draw a line to match the task to the appropriate phase of the SAMR model.
Original Assignment: Tracking student progress towards a goal on a worksheet.
Redefinition
Teachers use conditional formatting or graphs/charts from Google Sheets to show progress towards a goal.
Share evidence of progress over time in a digital portfolio to collaborate electronically and make decisions with all stakeholders.
Modification
Augmentation
Students and teachers add links to evidence of progress over time to a digital portfolio.
Substitution
Track student progress toward a goal using a Google Sheet.
Apply Your Learning
Join a team in Google Meet (or in person)If time allows: Work with your team to complete the following activity.
Note: This activity is listed in the playlist
1. Think of a task / assessment you plan to use during quarter 3.Identify the Acheivement Target Type of the task / activity 2. Make / Revise a Plan Consider the appropriateness of the task / assessemnt in light of the achievment target type that you identified Evaluate your plan and consider: - How might you adjust the taks / assessment to enhance or transform the learning? - How might you change the activity to make it more relevent for students? 3. Update / Create Learning for your Learning Goal in quarter 3