CONT933 Module 2 Culminating Task

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: Show Me a Number

Grade Level: 1/2

Curriculum Content - Number Concepts to 20 (grade 1), to 100

(Mathematics): (grade 2)
- Model mathematics in contextualized
experiences

Curriculum Content None

(Technology):

Level on SAMR Model: Substitution

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

In this activity students use loose parts to show a number in different ways. They work on
decomposing the number, showing understanding of place value and concepts of counting.

When students are done the teacher takes a photo to document their learning. Photos are then
shared and they have a chance to explain their thinking in a sharing circle. Documentation is
kept to show growth and learning over time.

© Continuing Teacher Education, Queen’s University, 2020

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 as well as

(Mathematics):
- Explain and justify mathematical ideas and
decisions

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

NEW Level on SAMR: Modification

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

Students complete the same activity as before, using loose parts to show a number in different
ways. Students then use an iPad to take pictures of the different parts of their work, rather than
one picture of the completed work.
After students have taken photos, they use an app such as Explain Everything or Book Creator
to share their thinking. Each page is one of their photos from their work. Students then record
their voice as they explain their thinking behind each photo. If they want, they can also add
text, diagrams or equations to go with their picture of the number.
I showed 10 with this
domino. It has 6 dots and
4 dots. 6 and 4 make 10.

6+4=10

When they are finished, students airdrop their work to a central iPad. Books can be shared
during a sharing circle but are also available for students to look at individually during reading,
finish up or Explorations time.

© 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)
In the original activity, students often use the same way to create numbers or quickly put
together loose parts in different ways. With the added step of using technology, students are
forced to slow down and think about how each of their ways shows their number. They also
have the opportunity to practice using math language to explain their thinking. The SAMR
model helped me think about how technology could redefine parts of my task to extend their
thinking and communication. With this new lesson, students will have the opportunity to share
their thinking of all their ideas, rather than just having time to share one or two during a short
sharing circle. Students who are shy to share their ideas in front of others have the chance to
share them using technology. This also allows us to save their thinking to review later or for
other students to listen to independently. I hope that by having their work saved on a shared
iPad, students will learn from each other and be inspired by peers’ thinking.

© Continuing Teacher Education, Queen’s University, 2020