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Lesson: Phys Ed – Learning To Hit a Baseball Well

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.

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Redefining learning has the potential to connect learning with the real world and produce authentic outcomes. It also gives students strong technological soft skills such as digital collaboration, communication, technological literacy, and the ability to adapt to new systems and processes.

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For example, students can collaborate on shared documents, or work in large groups, allowing for seamless collaboration and knowledge sharing. This peer-to-peer work nurtures a more cooperative and dynamic class culture. Technologically modified tasks also allow students to generate inspired and innovative work that isn’t confined to paper.

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At the augmentation stage, technology adds something to the learning process beyond just convenience. It might give your students a clearer understanding of a complex topic or making it engaging in a way that traditional methods can’t.

It also allows for the introduction of more independent and student-centric learning. By using technology as a source of information, students can start actively learning without requiring constant teacher-led instruction.

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Substitution also provides a much more accessible introduction to technological soft skills than modification and redefinition. It’s the perfect opportunity for students to get comfortable with new technology before you start to transform their learning.

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The Technology Integration Matrix

The Technology Integration Matrix (TIM) provides a framework for describing and targeting the use of technology to enhance learning. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, collaborative, constructive, authentic, and goal-directed. These characteristics are associated with five levels of technology integration: entry, adoption, adaptation, infusion, and transformation. Together, the five characteristics of meaningful learning environments and five levels of technology integration create a matrix of 25 cells, as illustrated below. All TIM descriptors apply equally well to online and face-to-face instruction, Developed by the Florida Center for Instructional Technology (FCIT) in 2005, the TIM is now in its third edition (2019).

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Lesson: Art/Painting

Original Assignment: Drawing a picture using traditional brush, paint, paper. Of course, there is a a big difference between doing this “by hand” in the traditional manner and doing it digitally – digitally is by no means “better”, it is just different and opens up some interesting possibilities.

Substitution: Use a digital drawing/painting program to draw/paint a picture or using a camera to display/share your drawings.

Augmentation: Use a tool that allows the creation of your masterpiece to be “played back” (like Educreations, for example).

Modification: Pull a background image to use as a “canvas” – you could even scan something hand drawn and use that.

Redefinition: Create Artwork Collaboratively using a Collaborative Online Whiteboard

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Lesson: Learning Fractions

Original Assignment: Show understanding of fractions on a worksheet by coloring in blocks.

Substitution: Use an Excel Worksheet to let students “color in” the blocks.

Augmentation: Use Google Sheets to let students “color in” the blocks, where the teacher can offer feedback directly on Google Sheets.

Modification: Use Google Sheets and direct students to online examples and supplementary learning materials for areas that they might struggle with.

Redefinition: Use a Fractions App instead

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Classroom ManagementPartner PracticeGames - The Teacher Toolkit

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Free Storyboarding Software — Online Storyboard Creator

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Storyboard That: Easy online storyboard creation! Perfect for filmmakers, teachers, and students. Create storyboards and comics with Storyboard That today!

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What are areas on which you'd like to focus? 

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What are areas on which you'd like to focus? 

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Classroom ManagementPartner PracticeGames - The Teacher Toolkit

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Educreations is a community where anyone can teach what they know and learn what they don't. Our software turns any iPad or web browser into a recordable, interactive whiteboard, making it easy for teachers and experts to create engaging video lessons and share them on the web.

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K/UPK-Objective: Students will be able to identify letters and produce sounds using SeeSaw and the microphone option.

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K/UPK-Objective: Students will be able to identify letters and produce sounds using SeeSaw and the microphone option.

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Objective: Students will be able to build number sense by creating a number line using seesaw.

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Learning Objective:  Students conducted a science experiment to identify 4 unknown solids.

Technology Component: Students collaborated on a google slide to plan their experiment, make predictions, record results, and analyze results.

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Students will be able to work collaboratively to create a persuasive commercial about a chosen natural resource.

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Students produced a google slide show of research and information about their person and then produced a poster based on the research they collected, using databases.

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Science: Identifying unknown chemicals (4 out of 6 possible choices)
Objective: Take what you know (prior lessons) and apply it to the unknown:
Collaboration:  Comparing and contrasting notes, question and answer.  Children created a Google Slide presenting their solutions with evidence

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4th grade Science  Research Presentation

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4th grade Science  Research Presentation

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Learning Objectives: Students are to use various resources to research a specific energy source (natural gas, nuclear energy, hydroelectric etc.) and work cooperatively to create a presentation on google slides. Also, during presentations students will take notes on information that pertains to each energy source.

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Objective -  Create a diagram of the parts of the plant in Google Classroom.  Students had to manipulate words to create a diagram of a plant.  Then they had to complete sentences about the function of the plant part.
SAMR - Level - Augmentation

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Students will work collaboratively to make a video biography of the person of their choice to celebrate Black History Month. The videos will be used in a "Virtual Museum" that will be posted in Parent Square and Google Classrooms for students and families to view.

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Incorporate the tech piece with Reveal math, math games, programs, working with a peer on a math program etc.

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Objective: Students will conduct an collaborative animal research project.

Tech: Gather research through video, epic, etc... Present research thought seesaw using the image feature and record their voice to present the information.

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RADCAB - Evaluate - Is the resources you are using appropriate for your research need

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Starting with a purpose avoids the ‘technology for technology’s sake’ that sometimes infiltrates the classroom.

Ask yourself:

What am I hoping to achieve by using this technology?

How will it make a difference to my students’ learning?

Why is it preferable to not using technology?

How equipped are my students and I to use this technology?

How much time do I have to invest in making it work?

These simple questions can make it simpler to determine which stage of the SAMR model suits your needs. Remember that you don’t always have to redefine your students’ learning. A few simple technological additions to an already effective teaching strategy might be all you need to make a difference.

Using technology in the classroom sends a clear message to students. It shows them that you’re connecting learning to the rapidly changing world outside the classroom walls, and you aren’t afraid to adapt to a new challenge. Get creative with technology and you’ll inspire as well as teach.

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Partner Practice

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Entry ticket

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Group practice/meaningful collaboration.

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I'd like to be able to use technology to have students collaborate. Possibly using something simple to start where students can post their responses to open-ended questions.

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Closing activity

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Partner Practice

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Way for students who can't make it to Run Club can still participate by logging their physical activity/steps that they do at home/on their own.

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I would like to focus on using technology for partner work, something that allows them to share their thinking and respond.

Almost like Blackboard but for kids?

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Using technology to facilitate higher order questions/collaborations between students.

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Partner Practice

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I would like to focus on using technology to check for understanding. How can we give student interesting, engaging and interactive ways to show their learning using technology?

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I use the Skills Support page from REVEAL math on the projector. It uses models that are in color. The color creates a clear picture representing the consept and making it easier to understand. The children then use the mimio tools to create models, work out the problems, and answer the questions collaboratively. They also make up questions for eachother.

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Used Plickers to asses cognitive domain at the end of Soccer Lesson for grades 4-6. Students will demonstrate an understanding of the strategies for getting open and creating space by answering 3 out of 4 questions using their Plicker at the closure of class.