Ying Ting’s 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: Linear Relations

Grade Level: 9

Curriculum Content Linear Relations

(Mathematics):

Curriculum Content Teams and Class Notebook, online notes with drawing pad, or document
(Technology): camera to present paper materials, Desmos activities

Level on SAMR Model: Substitution, Augmentation

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

I am currently teaching through Class Notebook, by uploading all the PDF files (notes) electronically on
there and writing using my drawing pad and stylus. Sometimes, I connect my laptop to the document
camera so content can be displayed at the same time (the doc camera can be shown digitally through a
website link; so it’s just a matter of splitting the screen). For this unit, we also have “check-in quizzes”
or exit slips in form of a PowerPoint created that students will need to complete on a piece of paper.
Desmos activities are shared with students, such as the “Marble Slide: Lines” or “Super Mario Linear
Equations”, so students can see their feedback instantly on my shared teacher screen (on projector).

All files and answer keys are posted on Teams for students who are absent or unable to come to school.

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

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 Curriculum Content Math 9 Linear Relations
(Mathematics):

Curriculum Content Use MS Teams to post my notes, videos, Desmos activities, and
(Technology): communicate with students; Padlet, Flipgrid, Socrative

NEW Level on SAMR: Modification

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

Similar style to a flipped classroom, I could create videos on linear relations – i.e. how to calculate slope
from two points, or how to understand if the pattern is linear or nonlinear, etc. Posting my own
YouTube or screen-recorded videos onto Teams classroom page, so when students come in, they can
reinforce their understanding with in-class activities like Desmos, Kahoot!, or group projects/tasks. This
works well especially in blended learning.

Padlet can be used as a centralized location for students to live-feed their thoughts in a form of “sticky
notes”, or post videos or images on how linear relations can be visualized in real-life. Students can also
annotate, comment on others’ posts (appropriately), and provide meaningful feedback. Students will
need laptops or phones to do this task.

I can integrate Flipgrid as a form of assessment tool to check students understanding. This can be done
by requiring students to “think like a teacher” to teach others the concept of slope, and what a linear
equation represent. I am still trying out Socrative, which is another form of assessment that students
can complete before they leave – i.e. exit ticket or formative quiz that gives instant feedback.

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

© Continuing Teacher Education, Queen’s University, 2020

 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 feel that I am currently implementing a lot of technology in my classes. The only thing that I am lacking
and would like to try would be how to use technology as a form of formative or summative
ASSESSMENT. In blended learning, or during quarantine last year, I created a lot of videos (screen-
record) that I post on Teams, but it’s hard to know if students have viewed them. Hence, I think making
YouTube videos would be even better, as I can see the number of views. Besides creating quizzes on MS
Forms, which can be very time-consuming, creating on Desmos, Socrative, Flipgrid, or even Kahoot can
be more efficiently done, since they have existing templates to drag and drop, or add. I would also like
to integrate more tech use on student projects – i.e. using Minecraft to help students understand
algebra, surface/volume, etc. In a way, I am modifying how content can be delivered and assessed more
efficiently.

© Continuing Teacher Education, Queen’s University, 2020