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High expectations throughout the building 

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High expectations throughout the building 

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Lexia-Aug.
Seesaw-Mod.
Chatter Pix-Redef
RAZ-Kids-aug.
QREADER-Sub.
Zearn-Aug//Mod.
Safari-Aug.
Fry Word App-Sub.
Doc Camera-Sub.
Green Screen-Redef.

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Zearn
Learnzillion
Prodigy
Xtramath
Lexia
Digital Readworks
Get Epic
Seesaw
Padlet
Qr codes
NewsElA
Dogonews
Spelling City
Chatterpix

Green Screen
Brainpop

SAMR
All apps are pretty much substitution. Lexia could be augmentation.

Purpose:
Engagement
Resources
Portfolio of work
Accountability

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Zearn: personalized math practice by student.
Lexia: personalized reading and phonics.
QR codes: listening center. Phonics check ins.
Plickers: check in for assents and unit ends.

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Tenmarks: substitution

Zearn: augmentation
Xtramath: substitution
Learnzillion: augmentation
Online math league:substitution

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Seesaw
Doc camera
Chatter pics
Padlets
Google Classroom
QR codes
Grammarly
Lexia
Arcademics
Google docs/slides
Plickers
Remind
Digital Read Works
Green screen
Study.com
Keynote slide lessons

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SeeSaw: Substitution (as portfolio,) Augmentation (explaining), Modification ("Exit Ticket Teaching Videos") students can combine audio, video and text to express their understanding)
*IDEA: Use SeeSaw to have students create videos that describe new vocabulary words

Google Classroom: Substitution (typing rather than writing), Modification (access to videos to support learning, along with note-taking), Augmentation (Google forms assessments with automatic feedback)

Various forms of technology for book projects- Modification- Creative projects through iMovie trailers, Google Slides, etc.

Lexia- Augmentation (reading with automatic feedback)

ST Math- Augmentation (practicing skills with automatic feedback)

Chatter Pix- Augmentation

Padlet- Augmentation (research and note-taking)

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Seesaw: portfolio to assess understanding of math strategies (Modification); presentation practice for students Modification;
Zearn: math review and reteaching at centers (substitution)
TenMarks: math practice (substitution)
Google Docs: for typing skills, editing skills, peer editing, organization of ideas (slides); reports (Modification)
Digital Readworks: reading and responding (substitution)
Lexia: reading remediation (substitution)
Chromebooks for research (augmentation)
iMovie: presentations (Modification)

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https://padlet.com/COVE/tools

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Sub-  Doc camera modeling
Aug-Google Docs
Redif- Chatter Pics, Padlets for research
Mod- Seesaw questions, Google Classroom, QR codes

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Augmentation - AIM is using iPads for communication and fine motor tasks that involve writing. Kara uses plickers to check in on student understanding for the end of units in reading and math.
Substitution - Ilene uses the computer to find relevant social stories for students struggling with social situations.

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Like the idea of pool analogy using different levels at different times.
We use augmentation most often with the incorporation of google docs, sharing and peer editing docs and slides.
We're in between augmentation and modification as teachers have students access text and videos to conduct research and respond on a platform like padlet, for example.

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How are we using technology in our classrooms? What level of integration is this? 

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How are we using technology in our classrooms? What level of integration is this? 

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- Currently using technology for writing tasks, expressing understanding using green screen, movie trailers and we feel these uses are within the substitution and augmentation levels at this point
- Ideas we're pondering: How do we meet the core curriculum and prepare students for standardized testing? We would love PD on higher levels of tech integration.

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SAMR- Cindy, Heather, Leah, Kasey, Heidi

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SAMR- Cindy, Heather, Leah, Kasey, Heidi

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Substitution-
Augmentation- 4th grade uses Google Docs to combine media and have kids comment on each other's work and provide feedback
Modification-Leah has kids use ReadWorks to annotate articles.
3rd & 5th graders use Makerspace time to integrate audio, video, text, etc.  2nd grade used Chatterpix to share the gist of a story.
1st grade uses Seesaw to have kids explain thinking and display work
Redefinition-Cindy uses IPADs to have kids record their learning.
Kasey has kids use Greenscreen to explain their thinking in STEAM.

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Blooms According to Seinfeld

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by TeachThought Staff

While critical thinking is a foundation rather than a brick, how you build that foundation depends on the learning process itself: exposing students to new thinking and promoting interaction with that thinking in a gradual release of responsibility approach.

Question stems can be a powerful part of that process no matter where the learner is. They can be used as metacognitive and higher-order thinking prompts for class discussions, prompting, cueing, pre-assessment, self-assessment, formative and summative assessment, etc.

See also 28 Critical Thinking Question Stems & Response Cards ($2.95)

The following graphic includes 25+ question stems framed around the early, non-revised Bloom's Taxonomy are worth a gander.

In the 'Knowledge' category, question stems focus on helping students identify and recall information - these are often referred to as 'literal' questions, because a learner could more than likely point to a specific location in a text and say, "This is the answer."

'Comprehension' question stems go a step further by prompting the students to make explain concepts or relationships in their own words, demonstrating that they can organize and select facts and ideas from within and across texts.

With 'Application,' students elevate their thinking by applying what they comprehend. They use facts, rules, and principles to relate their learning to other contexts, like text-to-text, text-to-world, and text-to-self connections.

In 'Analysis,' learners separate parts from a whole. They may categorize information, compare and contrast, or use a diagram to show relationships.

'Synthesis' requires students to combine ideas to form a new idea. Here, students are moving toward creation and ingenuity. They can make predictions and devise prototypes for presented problems.

Finally, 'Evaluation' question stems prompt students to share their own thinking, or to make judgments based on a body of evidence and/or opinion.

While this version of Bloom's Taxonomy has since been revised, we see value in these question stems as resources to help students think more deeply, and to help teachers start them off on the right track.

Image attribution flickr enokson

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36 Question Stems Framed Around Bloom's Taxonomy

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by TeachThought Staff While critical thinking is a foundation rather than a brick, how you build that foundation depends on the learning process itself: exposing students to new thinking and promoting interaction with that thinking in a gradual release of responsibility approach. Question stems can be a powerful part of that process no matter where the learner is.

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*Reflections from Learn Launch: Sign on to Twitter and use the Hashtag #LearnLaunch17

*SAMR Model: Review the Video, Reflect on your own use of technology. What is your purpose?

*What is rigor? How is it connected to the current and future work we are engaged in for students?

*In teams, we will walk through all classrooms in search of evidence of high expectations and rigor. Pictures of evidence will be added to the Padlet with a connection to Blooms Taxonomy

*Review the Focus of Inquiry for Upcoming Learning Walks (pg 9)Rigor and High Expectations for Students

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•Rigor requires students to not only learn the foundational knowledge of the content area, but to apply it to real-world situations.