Making Tech Work - the SAMR Model
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Dr Devin Vodicka Dr Kevin Silberberg Dr Lisa Gonzales Presentation at the California School Boards Association Conference on Friday, December 5th in San Diego - 4 - 5:15 pm.
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The document discusses integrating technology into teaching using the SAMR model, which categorizes the use of technology into four levels from substitution to redefinition. It provides examples of classroom activities that fall under each level of SAMR and encourages teachers to be creative in using technology as a tool to enhance what students are learning. Workshops are also proposed to help teachers classify technology uses based on the SAMR model.
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Student-led conferences require preparation from both students and teachers. Teachers must design assignments that foster self-reflection, collect student work in portfolios, and help students learn to evaluate their own work. Students must organize their work, write reflection letters, and practice presenting to teachers. The goal is for students to take responsibility for their learning by sharing work and setting goals at conferences led by themselves with their parents.
The LEARN and Backwards Design Model
The document summarizes two lesson planning models: the LEARN model and the Backwards Design model.
The LEARN model is a 5-step process for lesson planning that includes linking prior knowledge, engaging students through direct instruction, activating student learning through active learning strategies, reflecting on learning, and establishing next steps.
The Backwards Design model is a 3-step process that involves first establishing learning goals and essential questions, then determining assessments to measure student understanding, and finally planning learning activities. The model emphasizes starting with the desired results in mind and designing the lesson to achieve those results.
Tbl, pbl, ebl, scale up, buzz, virtual or what?
What are the ‘best’ teamwork recipes to support our students’ professional development and enhance their learning experience?
Teamwork seda may 2018
This document discusses different approaches to incorporating teamwork in higher education courses to support students' professional development. It begins with an introduction from Peter Hartley and Chris Dearnley about their careers and interests. They then pose questions about how course teams incorporate student teamwork and what the ideal mix of teamwork looks like.
The document outlines several educational approaches that differ in who sets the problem/task and manages the group process, including team-based learning (TBL), problem-based learning (PBL), and project groups. Examples of implementing TBL at various universities are provided. Scaling Up, a HEFCE project, and an example of cybersecurity PBL are also summarized. Overall, the document explores how to
Modelling cl2
1. Effective modeling in the classroom involves showing students small parts of tasks with an emphasis on quality, not just completion. This brings students' attention to excellence.
2. Models make explicit the qualities of excellent work and help link work to success criteria. Teachers can use differentiated models to show a range of quality levels.
3. Technology allows teachers to easily capture and share student models to promote assessment and learning. Scanning work creates resources like screencasts that can be widely viewed.
Use of YouTube in Teacher Ed
This document discusses a study on using YouTube to enhance microteaching sessions in an online teacher education course. Students created YouTube videos of their microteachings and shared them with peers and instructors. This allowed instructors to better assess teaching skills. While the videos provided valuable practice and assessment, they tended to be too teacher-centered and lacked differentiation. The study concludes that YouTube has potential to improve teacher education, but programs need to better align criteria, models, and instruction with student-centered best practices they want to see demonstrated.
Cristi Ford- The Backwards Classroom – Using Peer Instruction to Increase Act...
Cristi Ford- The Backwards Classroom – Using Peer Instruction to Increase Act...Alexandra M. Pickett
Cristi Ford, Assistant Vice Provost for Learning Innovation Initiatives in the Center for Innovation in Learning and Student Success (CILSS) at the University of Maryland University College presented "The Backwards Classroom – Using Peer Instruction to Increase Active Learning"
Open SUNY COTE Summit
Conference Dates: February 24-26, 2016.
Location: SUNY Global Center, New York, New York
http://opensunycotesummit2016.edublogs.org/
Presentation Recording: http://sysadm.mediasite.suny.edu/Mediasite/Play/4919d217bfa94bd6bd0c63bf6aa5acaf1d Moving Student Presentations Online - Online Learning Consortium Blended Lear...
Participants will: Be aware of what technologies are available to assist students and faculty with the creation and support of student online presentations.
Review the role of project partners and how this can be used to facilitate student engagement and increase opportunities for peer review and feedback.
Assessment in the classroom
The document discusses various assessment strategies and their importance in the teaching and learning process. It emphasizes that assessment should be differentiated, involve students in the learning process, and use information to support further learning. A variety of formative and authentic assessment techniques are described, including using learning goals, feedback, student self-assessment, pre-assessments, and adapting assessments to individual student needs. The document stresses using assessment to modify instruction and support student growth.
Visuals -flipping--draft-one
This document provides an overview of flipping a course and outlines an agenda for a workshop on designing a flipped classroom session. The workshop aims to guide participants through designing a 1-3 hour flipped class by first conducting a mini needs assessment of the material and objectives. It then walks through designing the key components of a flipped lesson, including preparing pre-class materials to introduce concepts and skills, as well as planning classroom activities to practice and reinforce the skills. The document discusses considerations for each component and prompts participants to make design decisions for their flipped session. The goal is for participants to leave the workshop having completed a formal lesson plan for their selected flipped class.
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This document summarizes a tech planning webinar for distance learning. It introduces several education professionals and discusses topics like ensuring connectivity and devices for students, reviewing technology inventory, building capacity through professional development, and potential future webinar topics on data privacy, special education, and long-term connectivity plans. Student privacy resources are also shared, emphasizing the importance of training and developing a culture of privacy and collaboration. The document provides an overview of challenges and considerations for schools transitioning to distance learning.
Maximizing District Budgets
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MDUSD Budget Update - April 2020
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State of the Economy & Fiscal Impact
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MDUSD Budget Solutions - March 2020
The school board presentation outlined budget challenges including a projected $15.7 million shortfall for the 2020/2021 school year. Options presented to address the shortfall included administrative, certificated, and classified staff reductions totaling over 100 FTE positions as well as cuts to programs, services, and contracts estimated to save $15.7 million. The presentation reviewed the district's budget process, declining revenues, and structural deficit issues to provide context for the proposed reductions. Board discussion and action on the proposed solutions were scheduled to follow.
Budget Update & Governor's Budget Message
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Community Forums, February 2020
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Branded Ohio
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School Safety
This document summarizes a presentation on school safety. It discusses:
1) The School Safety Toolkit created by ACSA's Fatal School Violence Task Force, which is available on the ACSA website and app and contains resources to help schools with safety before, during, and after incidents.
2) The National Center for School Crisis and Bereavement, which provides around-the-clock support and resources to help schools respond to and recover from crises and connect them with mental health professionals.
3) Actions school leaders should take to prioritize safety, including updating plans and policies, communicating with stakeholders, and budgeting for safety measures.
ACSA Region 14 Conference and Advance
Dr. Lisa Gonzales presented an overview of her focus and priorities as the new ACSA President for 2017/18. She highlighted key events including leadership summits, academies, and a charter school task force. She also discussed ACSA's strategic planning process, financial planning under recession conditions, and her goals of mentoring, work-life balance, and leveraging technology. Gonzales concluded by providing tips for engaging legislators, emphasizing connecting, communicating, and networking.
The Real You!
This document discusses authenticity and mindfulness for leaders. It defines authenticity as being genuine, sincere, and truthful. Authentic leadership is the strongest predictor of job satisfaction and commitment to an organization. The document provides tips for becoming a more authentic leader, such as admitting mistakes, sharing goals and feelings, and seeking honest feedback. It also discusses the importance of mindfulness for reducing stress and improving focus, well-being, and creativity. Suggestions are provided for incorporating mindfulness practices and guided meditation into meetings and the workplace.
I Am Enough
This document summarizes a presentation on how motherhood makes women better leaders. The presentation discusses research showing that motherhood teaches women to grow in their weaknesses, build strong relationships, and accomplish more in less time. It also mentions that motherhood increases oxytocin which makes women more likely to reduce stress through social bonding rather than fight or flight responses. The presentation aims to convince women that they are enough as leaders and that their experiences as mothers make them well-suited for leadership roles. It provides contact information for the speaker.
School Violence Toolkit
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The document discusses how leaders can manage their mental game through practices like reframing challenges in a positive light, cultivating gratitude, and mindfulness. It suggests these strategies can help leaders and explores why they are important for leadership. The document also repeats sections about positioning oneself positively and how gratitude helps mindfulness practices.
Mindfulness and Leadership
The document discusses how leaders can effectively manage mindfulness. It defines mindfulness as focusing one's awareness on the present moment while accepting feelings, thoughts, and sensations. The document notes that practicing mindfulness for as little as 10 minutes daily can increase leaders' resilience, capacity for collaboration, and ability to lead in complex situations. It provides suggestions for how leaders can develop and encourage mindfulness in others, such as developing a personal practice, offering introductory sessions, and facilitating daily meditation times.
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Using Technology to Balance Life and Career
The document discusses using technology to balance life and advance one's career. It outlines setting up accounts on social media platforms like Twitter, LinkedIn and Pinterest to build a personal learning network. The goals are to connect with others, engage in free professional development, stay informed on new developments, participate in discussions, and share information. Suggestions are provided for features to include on LinkedIn to enhance one's professional profile. Various apps are presented as examples of technology that can help with work-life balance, wellness, family connections and productivity. Attendees will learn how personal learning networks can aid their personal and professional roles while gaining inspiration to continue self-development.
Classified Education Leaders - February 2017
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Changes in vegetation cover refer to variations in the distribution, composition, and overall
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
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Chapter 5
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Chapter 6
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Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Making Tech Work - the SAMR Model
- 1. Dr. Kevin Silberberg - Panama Buena Vista School District Dr. Devin Vodicka - Vista Unified School District Dr. Lisa Gonzales - Assn of California School Administrators #FutureReady #TICAL #ACSATechnologyLeadershipGroup http://bit.ly/csba2015samr Make Technology Work - The SAMR Model
- 5. Dr. Ruben Puentedura - The SAMR Model
- 6. But What Is It?
- 7. Substitution
- 8. Augmentation
- 9. Modification
- 10. Redefinition
- 13. Lesson: Language Arts - Writing a Paper Original Assignment: A hand written paper. ● Substitution: A Word Processor replaces a Pen/Pencil in a Writing Assignment. ● Augmentation: A Word Processor and text-to-speech function are used to improve the writing process. ● Modification: The document created using the Word Processor and text-to- speech function is shared on a blog where feedback can be received and incorporated to help improve the quality of writing. ● Redefinition: Instead of a written assignment, students convey analytic thought using multimedia tools.
- 14. Lesson: Social Studies - Travel Brochure Original Assignment: An overview of a location consisting of hand-written content supplemented with compiled cut-and-pasted magazine clippings. ● Substitution: Use presentation software (like Powerpoint or Prezi) to construct a presentation providing information about a selected locale. ● Augmentation: Incorporate interactive multimedia – audio, video, hyperlinks – in the presentation to give more depth and provide more engaging presentation. ● Modification: Create a digital travel brochure that incorporates multimedia and student created video (Glogster, Google presentation) ● Redefinition: Explore the locale with Google Earth; seek out and include interviews with people who have visited the local.
- 15. Lesson: Physical Education - Hitting a Baseball Original Assignment: Learning how to hit a baseball by watching and listening to a Coach or Phys Ed instructor show you and then trying it yourself. ● Substitution: The coach/teacher videos the training exercise and uses this as the lesson. ● Augmentation: The coach/teacher videos the training exercise and provides links to other training content (videos and articles from other coaches, etc). ● Modification: The coach/teacher videos the training exercise and “flips” the lesson, having students watch it as homework, and using class time to practice and reinforce techniques. ● Redefinition: Students watch video examples and practice the techniques, then the coach/teacher videos them hitting balls and provides feedback about their technique.
- 16. Substitution
- 17. Augmentation
- 18. Modification
- 19. Redefinition
- 20. What Does SAMR Do? ● Personalizes learning ● Connects students locally and globally ● Cultivates information literate learners ● Creates for real purpose ● Present for authentic audiences
- 22. Substitution Augmentation Modification Redefinition Caramel macchiato Latte Pumpkin spice latte Coffee
- 29. Implementing SAMR in a District ● Present to staff - purpose, buy-in, early adopters, adding validity ● Community interaction - parents, student support, two-way communication ● Evaluate - progress, redefining the work, critical friends protocols, sharing at staff meetings, PLCs ● Share the shared vision - events, board meetings, PTA and School Site Council meetings
- 31. Tips for School Board Members ● Be patient with the technology implementation process ● Celebrate small steps on the journey ● Be an advocate with the community regarding the process ● Strive for transformation ○ Ask how current efforts can go to the next level of augmentation, modification, or transformation ● Ask for updates that illustrate progress
Editor's Notes
- outline - explain model, examples, strategies to maximize use of tech, how SAMR supports critical thinking & problem solving, how to implement
- add slide with a great quote
- add great video here that talks about the direction of schools and where we are headed
- video - 2 minutes
- how it supports creativity, problem solving, etc.
- Lisa
- Lisa
- Lisa
- problem solving deeper thinking etc
- Thought this might be a good video for how to use SAMR with staff…..? Apprehension at first, talk through it, self-talk, success, take on bigger task next time
- feel free to change - it was a start
- how we transition teachers