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:

Grade Level: Kindergarten

Curriculum Content -repeating patterns with 2 or 3 elements

(Mathematics):
- identifying the core
- representing repeating patterns in various ways

Curriculum Content - none

(Technology):

Level on SAMR Model: - use ipad to take picture of students pattern (substitution)

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

- As a final task, students are asked to create a pattern from a collection of their choice including cubes,
natural materials we have collected, colored bear counters, pattern blocks, etc.

- Students must make their pattern using manipulatives and then they choose the correct label for their
pattern ex. AB, AAB, ABC, etc.

- They place the label with their pattern and I take a photo as evidence of their learning. The student
then must tell me “This is an ___ pattern”. I check the pattern and then ask what is the core that is
repeating? So if they have told me it is an ABC pattern they would then identify the core is red cube,
blue cube, green cube.

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

Curriculum Content Communicating mathematical thinking in many ways, including using

(Mathematics): technology.

© Continuing Teacher Education, Queen’s University, 2020

 Curriculum Content Explore the use of simple, available tools and technologies to extend
(Technology): their capabilities.

NEW Level on SAMR: Modification

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

- As a final task, students are asked to create a pattern from a collection of their choice including cubes,
natural materials we have collected, colored bear counters, pattern blocks, stamps, stickers, rocks/gems,
etc.

- Students must make their pattern using manipulatives. Students then take a picture of their pattern.

- Using the book creator app, we will create a “Division 2 Patterns” book. Students will add their picture
as well as create a voice over where they will identify the core and the repeating elements. For example
“ This is an ABC pattern. It goes red, blue, green.”

- Each student will create their own page, then as a class we will read our book together by using the
projector. It will also be available when we use our ipads for listening to reading.

*these pictures are an example of a kindergarten made book on book creator identifying numbers.

© Continuing Teacher Education, Queen’s University, 2020

 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 Notability for all access to all
app notes student’s notes
Research Using Safari to Bookmark and Download and Collaborative
copy and paste share notes using annotate with Mindmaps
information the share button Notability

Presentation Make a keynote Demonstrate Combine audio, Nearpod

presentation on understanding video, and text in Presentation
the iPad with Explain Movie
Everything Presentation
File sharing Sent by email Shared Dropbox Showbie iTunes U
every lesson folder

Reading Open PDF from Use dictionary Annotating Interactive iBooks

email and search documents in
document Notability and
iBooks
Assessment Google form test Google form test Creative projects Creative
with automatic with Strip assignments with
marking script Designer, audio feedback in
Showme, and Showbie
iMovie

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

I think the SAMR enhanced this activity by allowing students to feel the ownership of not only their
abilities in math, but also their ability to create. In part 1, before implementing the SAMR model,
students are able to create and identify their patterns, however they take on a more passive role as I
provide them with more assistance by giving labels and taking the pictures myself. I think using the book
creator app could be transferred to many different content areas so taking the time to teach them how
to not only use the Ipads independently but specifically this app will be very beneficial. Kindergarteners
love to make classroom books and the thought of incorporating technology into this creation would
really pique their curiosity.

© Continuing Teacher Education, Queen’s University, 2020

© Continuing Teacher Education, Queen’s University, 2020