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Framework for Professional Development: SAMR Template & Infographic

samr1

My colleague, Silvana Meneghini, and I have been working on developing a Professional Development framework for embedding technology use and modern learning litercies based on Ruben Puentedura‘s SAMR model.

SAMR-model

The template consists of 4 Focus Areas. Each stage of the SAMR model consists of 4 focus areas in the template, that support vision, planning, and evaluation in activity  and task design as well as a professional development framework.

samr2

goal

Goal Rationale:

Start with your goal in mind. What are your objectives? What do you want to accomplish? What learning do you envision? What literacies are being addressed?

process

Process Rationale:

Knowing all the answers is not important anymore. Learning how to ask questions and be open to reflect and receive feedback. are the skills to develop. How do we make the process of learning visible? How do we create a “learnflow” within and between tasks and activities? The process will inform your actions.

technology

Technology Rationale:

Content knowledge becomes less important. Technology pushes pedagogy into center stage. As technology becomes further ubiquitous in our lives, a degree of fluency will be necessary to allow pedagogy to fully absorb technology. The tool will no longer be the objective.

communication

Communication Rationale:

Traditionally, communication happened synchronously and face to face or asynchronously in written text form. Due to technology, the concept of communication and the types of media that help us communicate with an audience larger than 1 has changed and grown exponentially.
Communication no longer assumes the position of a finite, one way communication, but is transformed in the possibility of a two-way, crowdsourced or feedback process.

Each one of the four focus areas possesses several subcategories.

SAMR_ Template- subfocus

In a SAMR exercise, technology (learning) coaches support educators in identifying the placement of their lesson or project within the framework. The exercise can tag accomplishments,  potential gaps and  facilitate pinpointing next steps.

  1. The initial ideas is  to take a look at a  lesson and identify the ENTRY POINT of the SAMR stage (substitution, augmentation, modeification, redefinition).
  2. Concentrate on identifying  the 4 FOCUS AREAS (goal, process, technology and communication).
  3. By using the subcategories, the coach/teacher work through areas addressed and possible gaps and potential areas of upward MOVEMENT movement towards redefinition.

template-substitution

template-augmentation

template-modification
template-redefinition

Example:

Name of Activity: Middle School- Official Scribe

Activity Description: Students take individual classroom notes with paper/pen to study from for upcoming quiz, test or exam.

substitution-icon

Students use computer to type up notes.

Goals Process Technology Communication
literacy-basic consume-produce note-taking 1-1
Basic Literacy Consume>Produce Note Taking 1: 1

augmentation-icon

Students use formatting options to organize, highlight, edit, rearrange their notes.
Students are printing out or emailing their notes to share with their classmates.

Goals Process Technology Communication
literacy-basic consume-produce note-taking 1-group
Basic Literacy Consume>Produce Note Taking 1: Group

modification-icon

Students are creating their own blog post, using a variety of technology tools and methods to create annotated screenshots, videos, images to bring in different perspectives and address various learning styles.

Students are creating collaborative notes via a Google Document, which is shared with the entire class. Everyone can contribute, add information, edit incorrect information,etc.

Note taking is not confined to remembering and regurgitating information heard in class, but (hyper)linked to further reading of text, images, audio and video. Students are labeling/categorizing their blog post and information to
make organization and information search easier. Students are solving problems of how to handle information overload and filter relevant information.

 

Goals Process Technology Communication
literacy-basic consume-produce-feedback note-taking 1-group
Basic Literacy Consume>Produce> Feedback Note Taking 1: Group
 literacy-network  blogging
 Network Literacy
 literacy-information
 Information Literacy

redefinition-icon

Students are contributors to a collaborative blog site, alternating being the Official Scribe of day. Collaboratively they “write”their own online textbook. Students express their understanding through a variety of media. Students use the blog as a learning hub to communicate and connect beyond their classroom walls, connecting with peers and experts from around the world.

Goals Process Technology Communication
literacy-basic consume-produce-feedback note-taking global
Basic Literacy Consume>Produce>

Feedback

Note Taking Global Communication
 literacy-network  blogging
 Network Literacy  Blogging
 literacy-information
 Information Literacy

 

Silvana and I will be presenting our framework and the SAMR exercise at the ASB Unplugged conference at the end of next month in Mumbai, India.

Presentation Description:

Let’s take a closer look at Ruben Puentedura’s technology integration SAMR model and how it can be applied as a Professional Development framework in education. How can educators use the model to inspire upward movement from using technology to substitute traditionally taught lessons towards transforming teaching and our own professional learning. Bringing together the SAMR framework with TPACK (Technological Pedagogical Content Knowledge) allows teachers and technology coaches to visualize the interconnectedness of the models, making gaps more evident and point to “support opportunities” to move toward transformation.

Presenters will share scenarios and examples from different levels and subject areas. Participants will go through the exercise and will collaboratively brainstorm further scenarios to “practice” SAMR upward movement towards transformative teaching and learning.

Interested in this type of SAMR template and framework? Shortly, we will be looking for participants in crowdsourcing more examples from the classroom. Stay tuned…

SAMR Template

Download the SAMR Template as a pdf

 

Critical Thinking Via Infographics

7th grade Geography teacher, David J. at Graded-The American School of Sao Paulo, was planning an in-depth country data study and interpretation. He decided to allow his students to explore the use of infographics to visually represent the data and compare their findings. He explained to his students:

Instead of a focused, issue-based case study, the major project of the quarter will be a comparison of three countries (one from Europe, one from North or South America, and one from Africa or Asia).  You will research many categories (citing sources correctly), represent the data using infographics (group collaborative component), and then provide reflection (annotations) on how and why the countries are similar or different on these topics.  Additionally, students will write comments comparing their own researched countries’ information to the data of other students.

 

 infographics-sandbox

Some of the students had seen infographics, no one had created one. In an introductory lesson, we introduced infographics with the following resources.

What are infographics?

Wikipedia defines infographics:

Information graphics or infographics are graphic visual representations of information, data or knowledge intended to present complex information quickly and clearly. They can improve cognition by utilizing graphics to enhance the human visual system’s ability to see patterns and trends

What is an infographic?

by Hot Butter Studio.
Explore more infographics like this one on the web’s largest information design community – Visually.
The Anatomy of an infographic according to Spyrestudio

The core infographic is composed of 3 very important parts.

  1. Visual

    • -Color Coding
    • -Graphics
    • -Reference Icons
  2. Content

    • -Time Frames
    • -Statistics
    • -References
  3. Knowledge

  4. -Facts
    -Deductions

 

Questions to ask yourself as you are “telling the story” of your data

  • WHAT is the story?
  • WHO is your audience?
  • WHY are your telling the story?
  • How will you COMMUNICATE the story about your data?
  • How will I show RELATIONSHIPS between the data?
  • Does my story make the viewer want to ask MORE QUESTIONS?

(Possible) Annotations to include in your infographic 

  • draw conclusions
  • Based on the data, what are some trends and patterns you see?
  • Can you make predictions?

 

The Value of Visualization from Column Five on Vimeo.

 Keep in mind…as you design

  • color (correlation)
  • size (quantity)
  • orientation (trends)

Don’t forget to cite your sources

  • Where did you get your data from?
  • Don’t infringe on copyright. You can’t just google an image and use in your infographic. Are you using public domain or Creative Commons images or clipart? If CC, make sure you are citing them properly in a Credit section at the end of the infographic. If you are using clipart/graphics from one of the infographic tools listed below, you have automatic permission to use them for our purpose.
    Example: Image credits: Teddy Bear image licensed under CC by langwitches- http://www.langwitches.org/blog/travel/teddybearsaroundtheworld/wp-content/uploads/2011/09/jose-60×60.jpg (Stated that it was indeed licensed under Creative Commons, followed by attribution and a link to the original file or page)

Infographic Examples

infographics-sandbox2

infographics-sandbox3

Where can you create your own Infographics?

Further resources about using Infographics with students:

Have you used infographics with your students? What are some resources /tools you have  used? What about “the critical thinking part”, beyond showing capability of visualizing data, but also articulating conclusions, making connections evident? How do you assess infographics? Have you created rubrics? Let’s pool our resources and experiences together.

Here are selected student examples from the country study:

by Ale

by Ale

inflation-rate-kari

by Kari

Religions-ji-won

life-expectancy-sydney

by Sydney

by Stephanie

by Stephanie

by Stephanie

by Stephanie

by Stephanie

by Stephanie

 

 

 

 

Visible Thinking Routines for Blogging

Our school‘s fabulous PE teacher, Claire Arcenas, is bringing blogging to her PE classes. She is incorporating Visual Thinking Routines to help her students become reflective commenters.
In a recent planning session, she reminded me of the book Making Thinking Visible by Ron Ritchard, Mark Church, and Karin Morrison, that I had download but not read yet. We then started diving into the core routines outlined on Visible Thinking from Harvard University.

The core routines are a set of seven or so routines that target different types of thinking from across the modules. These routines are easy to get started with and are commonly found in Visible Thinking teachers’ toolkits. Try getting started with with one of these routines.

What Makes You Say That? Interpretation with justification routine
Think Puzzle Explore A routine that sets the stage for deeper inquiry
Think Pair Share  A routine for active reasoning and explanation
Circle of Viewpoints A routine for exploring diverse perspectives
I used to Think… Now I think… A routine for reflecting on how and why our thinking has changed
See Think Wonder A routine for exploring works of art and other interesting things
Compass Points A routine for examining propositions
3-2-1-Bridge A routine for activating prior knowledge and making connections

Each one of these routines seemed well suited to help guide students in quality blog post writing as well as  commenting. We couldn’t help but expand the notion of the above by developing specific ROUTINES, to define thinking moves, support and make thinking visible as students were blogging.

Here is our first attempt:

Blogging as Information/Research

  1. Research- What have you read that has informed your position?
  2. Remix- What are you modeling after and how can you re-purpose it?
  3. Add- What new perspectives, value and resources have been added to original research?

Purpose- What kind of thinking is involved-
To make sense of a concept that I am trying to understand or wrapping my mind around. Drive for further inquiry.
Application- When and where can it be used?
To help learner document and carefully think about, analyze and amplify information that has influenced their thinking.
Launch- Learner looks at topic, concept, image, video, art work, etc.Follow thinking thinking routine, in order to represent train of thought.

Blogging as Reflection

  1. artifact
    choose a variety of media platforms beyond text to display many different forms of creativity and communication.
  2. reflection
    (you can use any of the Visible Thinking Routines above)

Blogging as Documentation

  1. summarize
    Review, recap, give the main points or the run down of what occurred.
  2. add
    Add images, videos or other media, that enhance, support and bring perspective to documented content.
  3. label
    Make your documentation searchable. Label, categorize and/or tag your blog post, to strategically link to other written posts with the same thoughts, ideas or topics.

Blog Commenting- Feedback- through strategic and thoughtful commenting routine.

  1. read
    Read the blog post, read other blog posts, articles and books on the topic.
  2. connect
    Make connections to your own experience, knowledge and related information. Link these connections to original source.
  3. add
    Don’t just agree or disagree or compliment the author of the post. Add value to their writing.

visible-thinking1

visible-thinking2

visible-thinking3

VT-321-Bridge

visible-thinking4

visible-thinking5_112213_033631_PM

blogging-visible-thinking

Click on infographic below to enlarge

Visible Thinking Routines for Blogging

What are some thinking routines you use with your students to support them in making their THINKING visible as they are blogging or commenting? Please add your thoughts and ideas as a comment (maybe even be inspired to use one of the above routine ex. commenting : read-connect-add

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aurasma1

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TPCK

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Creating_a_BackChannel_or_Exit_Ticket_on_Google_Docs_on_Vimeo

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story

Silvana Meneghini and I  work as Academic Technology Coordinators at Graded, the American School of São Paulo. ” A flashlight in the fog of technology integration“, initially the title of a conference workshop proposal, quickly developed into the desire of creating a framework to guide and coach teachers based on …

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SAMR-exercise

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Download

21st Century Learning

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fail

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Redefining My Learning

story

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Reflection

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minecraft-tutorial

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core-value-icons-tibet

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official-scribe-poster

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GlobalSelfieLogo_verticalstack

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selfies

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hook

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SLC

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Visible Thinking in Math- Part 1

fail

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ipad-components-content

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Visible Thinking in Math- Part 1

fail

The conversation about visible thinking in Math started with one of our teachers at Graded, The American School of São Paulo, Adam Hancock, wanting to know how he could incorporate having students’ use their blogfolios in Math class. It seemed natural to have students write for Humanities (Language Arts and …

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image2-lens-of-pedagogy

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Slide1

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pedro

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storytelling-app

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