-video: http://youtu.be/EV8M6P9st9Q Chicago 0:30
-activity: Teachers are planing virtual field trips using iPads. Students are able to see places that it would not be realistic to travel to as a field trip. They are also able to experience a new field trip everyday.
-Bloom's: analysis- Students write about what they learned during the virtual field trip as well as writing opinions.students can compare the place they visited to where they live.
Modification
-video:http://youtu.be/muo6TXe8xk8 9th Grade 1:44
-activity:Students who were unable to verbally communicate are using iPads. They are learning when to use the recorded responses.
-Bloom's: Synthesis- Students participate in a conversation using vocabulary recorded in the iPad. In class, students role play situations that they need specific vocabulary such as shopping for groceries.
Augmentation
-video:http://youtu.be/muo6TXe8xk8 9th Grade 3:45
-activity: Discussion questions are being written in an app the shared from the teacher's iPad to the students' iPads. Students type their responses in the same app so the teacher has instant, easy access.
-Bloom's: Application- Students need to use grammar and vocabulary they have been practicing to answer questions provided by the teacher.
Substitution
-video:http://youtu.be/muo6TXe8xk8 0:22
-activity: students are using an app to create a graph during 9th grade geometry. The app acts as a piece of graph paper. It seems like the app takes more time because you have to choose the correct tools and zoom in where you need to mark the graph. If the graph isn't zoomed incorrectly, the graph will be inaccurate.
-Bloom's: Analysis- students create graphs based on data.
When an activity is high on the SAMR scale, it seems to be higher on the Bloom's taxonomy scale. Activities that we're not possible without technology give students more opportunities to problem solve and a wider range of experiences.
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