Zachariah Stuive

CONT933 Module 2 Culminating Task Template

PART 1: Reflect on the SAMR Model

Think about a lesson that you’ve created or that you will create in the near future.

If you could use a technology tool to further the learning of your student, what would it look like? Sound
like? Feel like … for the student and for you?

When and how could you move that lesson to the next level of learning?

Activity Name: Playing with Translations

Grade Level: Math 7

Curriculum Content
(Mathematics):
Big idea - Data from circle graphs can be used to illustrate proportion
and to compare and interpret.
Shapes can be moved across a grid without losing their initial shape and
size.
Students will learn combinations of transformations – (only translations
for this lesson so far)
I can learn how to translate a 2D object on a grid by moving the points
up or down and left or right.

Curriculum Content Use technology that I know to enhance my capability of understanding

(Technology): math content.

Level on SAMR Model: Augmentation

Description of Original Activity (point-form or sentences):

Start the class off by giving everyone a piece of graph paper and getting students to draw a shape or
object in the bottom left corner.
- Allow students to choose shapes related to their culture
- Establish Common Language and terms. Make sure to define any uncommon terms
- Give students choice to draw what they would like – have options available.
- Realistic timeframe long enough that everyone should be done in 1 minute but extended so everybody
feels like they can meet the timeframe.
Give students 2 minutes and then tell them to:
1. translate that object into the top let corner
2. then flip the object into the top right
3. then translate that flipped object into the bottom right.
Give these instructions one at a time – not all at once so students aren’t overwhelmed.

© Continuing Teacher Education, Queen’s University, 2020

Don’t give any more instruction or show any examples – just get the student to follow those instruction.
Don’t overcomplicate what they are doing – keep it simple

Then divide the students into groups of three and have them share how they did it.
- Choose groups that will allow students to have the scaffolding they need to understand the questions
- Give some extra time for instruction on what the group needs
- Choose groups intentionally or allow student to work on their own if too stimulating

Go around the room and see what common mistakes were made and then show the student on the
board all the mistakes that they could have just made when following those instruction.
Be available and monitor closely – let all student have enough time to make corrections
Then as a class draw a new shape and follow those instruction the way you intended the design to look
like. Translate the shape into the four sections.

PART 2: Now re-create part of the lesson (from Part 1) to reflect a change on the SAMR Model:

Curriculum Content Same as above

(Mathematics):
Track and log data points when completing translations.
Analyze change in translation / track translation movement

Curriculum Content Use a computer program to manipulate a shape and clock where on the
(Technology): grid that shape moves and how much displacement occurs.

NEW Level on SAMR: Modification

Description of New Activity (point-form or sentences):

- Students will replicate the original process but now using a computer program with a cross x / y axis.

- Since the physical translation of the shape will now be much simpler, I will get students to chart four to
six points on their shape and track the change in axis points.

- Rather than substituting the work they were going to do into a technological interface, I will get
students to delve deep into the relationships between changing axis points. When a shape is directly
translated, they will see that all axis points have the same change.

© Continuing Teacher Education, Queen’s University, 2020

- When it is flipped or mirrored however, they will be able to witness a different change in the math. The
second half of the activity will then be predicting axis points for a mirrored shape under different
translation means.

- Students will self assess on their confidence of predicting translation of shapes. Students in need of
extension will be asked to translate more difficult shapes such as a star or hexagon rather than a triangle
or square.

SAMR Model

Class Task Substitution Augmentation Modification Redefinition

Note taking Notes taken using Students choose All students use Teachers have
IOS Notes their own notes app Notability for all access to all
notes student’s notes
Research Using Safari to copy Bookmark and Download and Collaborative
and paste share notes using annotate with Mindmaps
information the share button Notability
Presentation Make a keynote Demonstrate Combine audio, Nearpod
presentation on the understanding with video, and text in Presentation
iPad Explain Everything Movie Presentation
File sharing Sent by email every Shared Dropbox Showbie iTunes U
lesson folder
Reading Open PDF from Use dictionary and Annotating Interactive iBooks
email search document documents in
Notability and
iBooks
Assessment Google form test Google form test Creative projects Creative
with automatic with Strip Designer, assignments with
marking script Showme, and audio feedback in
iMovie Showbie

How did you use the SAMR model to enhance this activity? (write a short paragraph)

The SAMR model challenged me to take this lesson a level deeper. With translations students were
limited by their ability to draw and use a ruler / graph paper. Moving this model through a technological
mean allowed for more depth in the lesson. Rather than simply drawing and translating, students got to
jump to the next step and track the relationship of changing data points with the type of translation
being made. The best part of this is that we could make it into a collaborative document where students
can watch me do the translation on their screens and then try it on their own program. It’s trims the
“fat” from my lesson and allows me to focus in on the advanced understanding. After thirty minutes
students would be able to predict translation of basic shapes whereas before they would still be working
on mirroring and flipping. Students can also make adaptations to their shapes much easier and they can
use graphics that would have been outside their level of drawing ability.

© Continuing Teacher Education, Queen’s University, 2020