Substitution, augmentation, modification and redifinition
1. CHALIE Y. MOLINA
Teacher III
RONALYNNE B. CORSINO BERNALIZA A. GARCIA
Teacher III Teacher III
CHALIE Y. MOLINA
Teacher III
RONALYNNE B. CORSINO BERNALIZA A. GARCIA
Teacher III Teacher III
2. DEPARTMENT OF EDUCATION
Outline
1. What is SAMR?
2. Why is SAMR model important?
3. Bloom’s Taxonomy and SAMR
4. What does SAMR look like?
5. Levels of SAMR model
6. The ASSURE model
2
3. DEPARTMENT OF EDUCATION
Objectives
At the end of the Orientation/Training,
participants will be able to:
• Determine the level of ICT integration
they are using.
• Identify the appropriate learning tools
for instruction.
• Elevate the teaching and learning
process in their respective learning
spaces.
3
7. DEPARTMENT OF EDUCATION
7
SAMR
• Popularized by Dr. Ruben Puentedura
• Substitution, Augmentation, Modification
and Redefinition (SAMR) is a model
designed to help educators infuse
technology into teaching and learning.
• SAMR is a guide to aid in planning for
technology integration
• SAMR aligns with Bloom’s Taxonomy
8. DEPARTMENT OF EDUCATION
Why is the SAMR model important?
• To assist teachers/educators in
determining their level of proficiency in
terms of technology integration in the
learning spaces.
8
20. DEPARTMENT OF EDUCATION
20
AUGMENTATION
The technology is again directly
substituted for a traditional one, but with
significant enhancements to the student
experience. In other words, you ask
yourself if the technology increases or
augments a student's productivity and
potential in some way.
24. DEPARTMENT OF EDUCATION
24
MODIFICATION
In this stage, you are beginning to move
from enhancement to transformation on
the model. Instead of replacement or
enhancement, this is an actual change to
the design of the lesson and its learning
outcome. The key question here—does
the technology significantly alter the task?
28. DEPARTMENT OF EDUCATION
28
REDEFINITION
The last stage of the SAMR model is
Redefinition and represents the pinnacle
of how technology can transform a
student’s experience. In this case, you
ask yourself if the technology tools allow
educators to redefine a traditional task in
a way that would not be possible without
the tech, creating a novel experience.
33. DEPARTMENT OF EDUCATION
The ASSURE model
33
The ASSURE model is an ISD (Instructional Systems
Design) process that was modified to be used by
teachers in the regular classroom. The ISD process is
one in which teachers and trainers can use to design
and develop the most appropriate learning
environment for their students. You can use
this process in writing your lesson
plans and in improving teaching
and learning.
The ASSURE model incorporates
Robert Gagne's events of
instruction to assure effective
use of media in instruction.
43. DEPARTMENT OF EDUCATION 43
• Don’t spend too much time focusing on
which category a lesson is aligned to in
SAMR. Just take a quick guess and move
on. You will find that too much focus will
blur the already moving lines.
Reminder
44. DEPARTMENT OF EDUCATION 44
• Keep in mind that the letter placement in
SAMR is a reflection on a lesson… not the
teacher. A teacher who is an expert at
Redefinition may spend some time in
Substitution because they understand
good technology integration.
Reminder
45. DEPARTMENT OF EDUCATION 45
• Learn to recognize good and bad
Substitution. Some teachers when they
are beginning a one to one initiative feel
an expectation to have students use the
device all the time. Sometimes the pre-
device ways are better.
Reminder
46. DEPARTMENT OF EDUCATION 46
• Understand that the highest level of
SAMR is not always filled with deep
learning and rigor. Sometimes it is just
transformative technological in action, not
representing real transformative learning.
Reminder
47. DEPARTMENT OF EDUCATION 47
• Examine technology integration using
multiple learning models. Where is the
technology integration for a lesson in
relationship to SAMR? Also, where does
that same technology integration line up
with Bloom’s in the lesson?
Reminder
48. DEPARTMENT OF EDUCATION 48
• Layering technology into antiquated tasks
isn’t going to improve the learning
experience. But purposefully altering the
substance of these tasks to address the
skills students need today (and those
they’ll need tomorrow) will improve
learning.
Reminder
50. DEPARTMENT OF EDUCATION
Newton’s Laws of Motion Gravitation - Using
Newton’s 2nd Law to sum forces
50
Substitution Augmentation Modification Redefinition
Teacher will
provide
students with a
Notebook
Guide (Google
Doc) to capture
notes practice
The Notebook will
have a link to a
Google
Spreadsheet.
Students will share
with one other
student to work
collaboratively on
a google
worksheet
template (form to
create the correct
formula on Force)
Students will create a
copy from the
template and embed
in their Notebook.
Using the Google
research tool, Student
will supplement their
notes with Scholarly
information the laws
of Force. and find
data to input and
verify their
calculations.
Student will create
a video discussing
the research and
how the Law can
be applied to
everyday life for
problem solving.
Students will vote
on the best video.
The best video
will be posted on
the class website.
51. DEPARTMENT OF EDUCATION
Analyze the Graphs of a Radical Function
51
Substitution Augmentation Modification Redefinition
Show a video
on Khan
Academy
Share a
worksheet
through Google
docs and have
students
complete the
worksheet and
comment on
the questions
The students
use Desmos
to analyze the
graph of a
radical
function
Students research
online applications
that involve radical
functions. The
students can share
their results
through a google
doc or edmodo to
show / demonstrate
examples of radical
functions.
53. DEPARTMENT OF EDUCATION
Group Activity (15 Minutes)
• Using the Metacards in Activity No. 1
classify them according to SAMR
Level in the Activity No. 3 Template.
• Fill out the empty columns of the
SAMR Level.
• 5 Groups will be chosen to present
their output.
56
56. DEPARTMENT OF EDUCATION
Activity No. 4 (15 Minutes)
• SAMR PROJECTS
(choose a topic or a competency in your subject which is in line with the
following category and plan for the four levels of SAMR using the
ACTIVITY 3 TEMPLATE (in ppt) then upload your output in
http://bit.do/SAMRact4batch8
Your Passion:
• If you had to pick one topic from your class that best
exemplifies why you became fascinated with the subject you
teach, what would it be?
Barriers to Your Students’ Progress:
• Is there a topic in your class that a significant number of
students get stuck on, and fail to progress beyond?
What Students Will Do In the Future:
• Which topic from your class would, if deeply understood,
best serve the interests of your students in future studies or
in their lives outside school?
59
Think of the difference between seasoning an old family recipe (Enhancement)
and creating an entirely new, original dish (Transformation)
At this stage, technology is directly substituted for a more traditional one. It is a simple, bare-bones, direct replacement. For example, if you are teaching a government lesson on the Constitution, you might use an electronic or web-based version of the document instead of a hard copy. Students might also answer questions about the Constitution using a Microsoft Word instead of filling out a worksheet.
Substitution might also include a student using Keynote, PowerPoint, Prezi, Slides, or a similar program to present information about an article or amendment to the class.
In this step, you ask yourself what we stand to gain by replacing traditional tools with technology. Invariably, some situations will be better served with pen and paper
Example: Story to ppt
The technology is again directly substituted for a traditional one, but with significant enhancements to the student experience. In other words, you ask yourself if the technology increases or augments a student's productivity and potential in some way.
Returning to the Constitution example, a student might augment a presentation on, say, the 14th Amendment with a video clip of how equal protection under the law was enforced during school desegregation. It could also include interactive links to relevant supreme court decisions, such as Plessy v. Ferguson or Brown v. Topeka Board of Education.
Ppt with audio video (animation etc.)
Ppt with audio video (animation etc.)
In this stage, you are beginning to move from enhancement to transformation on the model. Instead of replacement or enhancement, this is an actual change to the design of the lesson and its learning outcome. The key question here—does the technology significantly alter the task?
A student presenting research on the 14th Amendment, to continue our example, might create his or her own unique graphic organizer for the class that not only includes the usual multimedia resources but represents a new product or synthesis of existing material. As another example, a group of students might collaborate in a cloud-based workspace to propose a modern definition of equal protection under the law and solicit feedback on their proposals from classmates.
Use of interactive activity
The last stage of the SAMR model is Redefinition and represents the pinnacle of how technology can transform a student’s experience. In this case, you ask yourself if the technology tools allow educators to redefine a traditional task in a way that would not be possible without the tech, creating a novel experience.
For example, after completing their group work and soliciting feedback from classmates (both tasks that could be completed "offline" although arguably not with the same experience as in the modified format), students could utilize technology to network with students several states away to see how regional differences impact how others think about the Constitution.
Taking it a step further, students could even interact in real time with citizens in another country to examine key differences in constitutional philosophy and law. This can bridge the gap between K-12 and higher education as it did in this digital citizenship project.
Students create their own story using macromedia flash (found in the dcp package)
Use of third party software (ex. Macromedia flash)
A link will be given to the participants for them to enter their answers.
A link will be given to the participants for them to enter their answers.
A link will be given to the participants for them to enter their answers.
A link will be given to the participants for them to enter their answers.
A link will be given to the participants for them to enter their answers.
A link will be given to the participants for them to enter their answers.
A link will be given to the participants for them to enter their answers.
A link will be given to the participants for them to enter their answers.
A link will be given to the participants for them to enter their answers.
Some learning activities only require Substitution and may advance to Redefinition later. In fact, a lesson at Substitution level could provide more transformational and higher order learning than one at Redefinition. It all depends on the content and skills of the lesson as supported by the standards.
Why finger paint with an app and miss the experience of having one’s fingers in the paint? Be careful of those Appy Hours! Have a wonderful old fashion Socrative Discussion in class and extend it with technology in a discussion forum for later in order to create a blended learning environment.
Imagine an entertaining and polished green screen presentation summarizing route content, with no higher order thinking. The technology has gone through a Redefinition… but has the learning?
Desmos is an advanced graphing calculator as a web application and a mobile application
Edmodo is an educational technology company offering a communication, collaboration and coaching platform to k to 12 schools and teachers
The Edmodo enables teachers to share content, distribute quizzes, assignments and manage communication with students.
WeVideo is a cloud-based online video editing software. You can make and share videos
A link will be given to the participants for them to enter their answers.
A link will be given to the participants for them to enter their answers.