# data[].attributes.attachment_link.readable_text
DRIVEN BY HEART. BACKED BY SCIENCE.

We build relationships and processes that bring out the best in people.

Every day we burn with a single passion: to bring out the best in you, your team, and your organization...

For more than 25 years, we've leveraged neuroscience, psychometrics, and adult-learning technologies to bring out the best in school districts, Fortune 500 businesses, government organizations, and professional sports teams. Are you ready to discover how much more you and your team can be?

# data[].attributes.attachment_link.description
We build relationships and processes that bring out the best in people. Every day we burn with a single passion: to bring out the best in you, your team, and your organization...

# data[].attributes.attachment_link.title
Explain Everything | Interactive Whiteboard for Teaching

# data[].attributes.attachment_link.description
Interactive whiteboard for teaching. Record video tutorials, create interactive presentations. Join 24+ million users of Explain Everything.

# data[].attributes.attachment_link.readable_text
Once you have chosen problem-solving questions that are engaging and demanding both procedurally and conceptually, it is time for your students to work in their groups. When they have worked through a solution it is time to have the deep and meaningful conversation about the process of solving the question. Students need to be given the opportunity to observe what others have done, what mathematical concepts others have applied to solve the problem. This process will support students to make connections to their own learning and become adaptable to other methods to help them solve future problems.

Three methods that can be used for this part of your lesson are Bansho, Gallery Walk and Congress.

This post will give a breakdown of Bansho and future posts will discuss the other two. Make sure you subscribe to be up to date with our posts.
Bansho
This high yield strategy derives from the Japanese word that means "blackboard". The Japanese developed an instruction style where everything is recorded on the board. Nothing is insignificant. Every thought is respected and discussed.

On your work on it part of your three part lesson students complete their solutions (determined by you if they are working in pairs, or groups), teachers use their "blackboards" (or any other flat surface) to display student solutions. This is where students can discuss, compare and contrast ideas presented. Students are to sort and classify their solutions according to mathematical complexity. This by no means is a grading/scoring system.

An initial suggestion is to have 3 diverse solutions presented and discussed. You can figure this out when students are initially working on their solution, making mental notes of the ones are different. Then ask students if they have a different way of solving the problem. If so, then have students present their different solutions. If not, then have students display their solution in the spot that matches their solution.

Again this brings you to a time of discussion and reflection. Students compare and contrast solutions. They support and defend their placement of the solution at that spot.

So what is it that teachers need in materials for this type of strategy?

Paper or chart paper

Markers

Magnets for blackboard or tape

A flat surface where work can be displayed

An understanding that students will move around, discuss and analyze. You as a teacher are there to mediate and adjust but not to correct their thinking,

Here are a few images of what Bansho looks like!

By clicking on the image you will be taken to the original source of these wonderful images!

Let us know how Bansho has worked in your classroom. Don't forget to post your images!

Look for my next post on Gallery Walk!

# data[].attributes.attachment_link.description
Once you have chosen problem-solving questions that are engaging and demanding both procedurally and conceptually, it is time for your students to work in their groups. When they have worked through a solution it is time to have the deep and meaningful conversation about the process of solving the question.

# data[].attributes.attachment_link.title
Video Maker | Make Videos and Animations Online | Powtoon

# data[].attributes.attachment_link.description
Make videos in minutes with Powtoon. Use our library of styles, characters, backgrounds and video, or upload your own! Free. Easy. Awesome. Sign up today!

# data[].attributes.body
SAMR Model

# data[].attributes.attachment_link.provider_name
Educational Technology and Mobile Learning

# data[].attributes.attachment_link.readable_text
Below is an excellent video explaining the SAMR model in 120 seconds. SAMR is a framework through which you can assess and evaluate the technology you use in your class. The goal is to help you make informed decision regarding the rationale and utility of the technology you integrate in your teaching. This SAMR poster walks you through the different components of the SAMR model.

Is technology providing an added value to your teaching or is it simply replacing the old and traditional ways of doing the same thing? If it is adding value, define this value awhat can of value? The SAMR model will help you answer these and these and several other questions regarding your pedagogical EdTech practices. Bottom line, from a pedagogical perspective, technology is more effective when it leads to transformative learning experiences.

For those of you new to the SAMR concept, the video below shared by Candace M provides a great introduction to this concept. It explains in simple ways what SAMR is all about and provides concrete examples of its usage. Here is how it explains SAMR's four levels:

In a substitution level, teachers or students are only using new technology tools to replace old ones, for instance, using Google Docs to replace Microsoft Word. the task ( writing) is the same but the tools are different.

Though it is a different level, but we are still in the substitution mentality but this time with added functionalities. Again using the example of Google docs, instead of only writing a document and having to manually save it and share it with others, Google Docs provides extra services like auto saving, auto syncing, and auto sharing in the cloud.

This is the level where technology is being used more effectively not to do the same task using different tools but to redesign new parts of the task and transform students learning. An example of this is using the commenting service in Google Docs, for instance, to collaborate and share feedback on a given task task.

If you are to place this level in Blooms revised taxonomy pyramid, it would probably correspond to synthesis and evaluation as being the highest order thinking skills. "Redefinition means that students use technology to create imperceptibly new tasks. As is shown in the video below an example of redefinition is "when students connect to a classroom across the world where they would each write a narrative of the same historical event using the chat and comment section to discuss the differences, and they use the voice comments to discuss the differences they noticed and then embed this in the class website".

Watch the video to learn more about SAMR

# data[].attributes.attachment_link.description
Below is an excellent video explaining the SAMR model in 120 seconds. SAMR is a framework through which you can assess and evaluate the technology you use in your class. The goal is to help you make informed decision regarding the rationale and utility of the technology you integrate in your teaching.

# data[].attributes.attachment_link.readable_text
As an educational technologist, I continue to learn each day. When I develop new presentations or explore a new passion, I create a page of resources. This site will serve as the entry point to these resources, ideas, tips, and tricks. The links to the pages are below.

If you have any comments or ideas to share, or want to find out how you can have me come speak to your school, district, or conference attendees, in-person or virtually, please drop me a line! Social networks are in the footer.

# data[].attributes.attachment_link.description
As an educational technologist, I continue to learn each day. When I develop new presentations or explore a new passion, I create a page of resources. This site will serve as the entry point to these resources, ideas, tips, and tricks. The links to the pages are below.

# data[].attributes.body
ECSD Definition of Learning

# data[].attributes.attachment_link.title
What is Genius Hour? - Introduction to Genius Hour in the Classroom