Professional Development Reflections

As you thought about both the SAMR model and the PKM model, what applications did you see to a skill, content or other part of your course? Is there a current part of your course or a part that you’d like to revise using one of these models? Do you see any connections between one of these models and something you’ve doing already?

Post your comments and reflections below.

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  1. This is roughly what I’ve been considering for the central project in Drawing 1 this semester. The general noiton would be for students to figure out what they would like to learn how to draw–then go figure out a way to do it. They could use YouTube, books, or other sources as their means of learning. The main rules would be that they couldn’t trace and they couldn’t use the grid (a method they used in a previous lesson).

    The deluxe version of this–or at least the next step–would require students to then become teachers, creating their own short demo video on YouTube, which would then be watched and utilized by their classmates. I’m using the day to get a sense of what the potential pitfalls might be in approaching this. Here are some that occur to me right off the bat:

    – Students might pick drastically different levels of difficulty in completing this assignment? Is that OK? Does the assessment account for this?
    – The quality of videos might differ drastically. If a student completes a really difficult drawing, won’t the video need to be similarly long and in depth?
    – Perhaps they need to draw the same subject, but in two different ways. For example, the assignment could be to draw a realistic hand versus a cartoon hand. A cartoon rabbit versus a photorealistic version.
    – What is the essential question here? Perhaps: How can you learn to draw anything? Can you take the skill learned and turn it into something more artistic and expressive? Why do you choose to draw certain subjects? How might different artists approach the same subject matter differently?

  2. I can see myself applying some of the concepts I have learned this morning.I need more time to reflect and figure out how I would like to apply these concepts.

  3. My group discussion on the use of blogging generated great ideas for the class project that my Spanish 5 has just been doing. Including using blogging as a tool during the students’ investigation of their topic. The idea to connect students investigating the same topic in different sections is a great idea, pitching their ideas, coming to a consensus on what is the most important facts are, and sharing resources.
    Also the suggestion of using blogging as a post-class reflection was brought up and I think this could help those students who did not research the topic but are interested in it, to further their knowledge and encourage them to explore it on their own.

  4. I like the idea of taking baby steps to move into SAMR, but at the same time it makes me feel cranky and curmudgeonly when I feel overwhelmed with all the options. I need to remember that stopping at S and A is OK! ne going mostly paperless this yeat, I feel like i’m at least moving into substitution.

  5. The idea of using technology to coordinate grade-wide efforts among teachers even before we used a schoology page for all ninth grade students, for example, hadn’t occurred to me. So the idea the 9th grade teachers came up with was to use our discipline standards, rubrics, course objectives etc. to find points of commonality. Having done that, we would create a ninth grade student page that would act as a set of guidelines and perhaps a road map for students to see what was expected in terms of each quarter’s progress on basic skills and where they were in terms of those expectations.

  6. I worked on the SAMR model with my group, specifically on the note-taking/organization piece of teaching/learning. I feel that I could (and have to some extent) applied some of the techniques we discussed, with varying degrees of success. This session did help me think through some of the issues/successes I had and how they could be modified or extended to aid student learning.

  7. I liked both the SAMR and PKM models and would like to find a way, this afternoon to integrate the approaches/process together for adapting a quarter-length project for my French 5 film class. This is a project that I’ve done for 2 years now and have modified each year, I have additional ideas for the next iteration of it after thinking about these two processes this morning. I think the SAMR model is connected to much of the evolution the project has seen already and I’d like approaches from the the PKM model to make the project less guided by me as the teacher and more organic and student-centered.

  8. I would like to develop a project for the ecology unit that would integrate aspects of SAMR. I also would like to connect the science aspects to geography as students are also studying about ecosystems in geography.

    Looking at the model helps give me ideas on how to plan my curriculum. I realized that I have some of the elements but could add more to challenge and make student learning more complex with technology integration.

  9. I am excited to try to incorporate each of the levels of SAMR into a single unit, the idea of not treating them as levels of achievement has me thinking a lot about how they could be used in different situations to address the different learning needs of my students.

  10. Very helpful to have a framework – SAMR – for assessing units in terms of meaningful integration of technology, with a resulting focus on deeper learning of individual students as well as the enhanced experience of the audience of learners, especially their classmates.

  11. This morning was helpful. The session when we broke up into small groups was great. I seldom get a chance to discuss curriculum with teachers in other departments. The exposure to different technologies is good. I still have a lot of questions and am learning about using it in my classes.

  12. I spent the morning discussing/thinking about the PKM model and how blogging could be used within this model. One of the current aspects of our nuclear chemistry unit involves students choosing a topic associated with nuclear chemistry that interests them and then researching this topic independently. Students share what they learned in the context of an “atomic cocktail party.” Right now the project is small and of limited scope. I could imagine using blogging to add a cross-class component to this project and would like to consider additional technological tools that would improve the quality of research done by the students and the manner in which they process information gained.

  13. I appreciated learning about the SAMR model as a way to think about using technology in a minor way or for a more major change.

  14. This morning’s session gave me an opportunity to think about what I am already doing, how I can revise them/improve them, and what new things I might be able to incorporate. It was affirming to know that I am headed to the right direction already, and it was also really exciting to hear about cool things happening in my colleagues’ classrooms. I think the question is how do we incorporate new ideas/new strategies for teaching and learning while we still live within the walls of a school with its limitations. We still have the same amount of time/school days with the students, more and more content to cover, and in the end, we have to give them letter grades.

  15. It was helpful to see the landscape a little more clearly – in particular, the morning presentation on SAMR and RKM helped me frame up some of my thinking. I participated in the RKM session of the morning because I found the concept of SEEK, SENSE, SHARE (or other permutations of it) powerful. I wonder how we can be more intentional in having students reflect on the learning process and their role in making meaning of their educational pursuits.
    In our small group we talked a little about the role audience plays in developing student work. What do students gain by having other students reflect on their work via blogs? How can technology help us extend the conversations and learning we do in the classroom? We discussed the role teachers play in establishing some guidelines for those kinds of posts.

  16. I see a lot of value in the SAMR model as a means of distinguishing between surface, or cosmetic, uses of tech and deep, conceptually transformative uses. I’m anxious to use this model to increase my own understanding of when and how tech is essential to particular learning goals.

  17. The SAMR model is most interesting and I would might consider using elements of it in my various performance classes.

  18. The “Networked Student” video did well at showing the universe of possibilities for using technology in the PKM approach. It also pointed out some clear problems: assessment, age/appropriateness issues and the need for clear objectives before launching into a tech based lesson.

  19. I was in the PKM model this morning. As I studied the lesons I found the blogging to be something that would enhance the curriculum I am working on. It would give students a wider audience. With a wider audience students might give their best effort. It would allow our students to hear a different world view form people their age that might challenge some of their assumptions about the U. S. and the world. In my group we talked about blogging with a seattle school as a start and then moving on to quadblogging. The more student investment the better.

  20. I spent the morning focusing on the SAMR model of tech integration. I appreciated the thoughtfulness of my group’s discussion. My main concern with tech integration is always practicality and fasicilitating learning– does the tech help or hinder learners? My group took one very practical student task and transformed it using the SAMR model. The end product was a learning activity enhanced by technology that challenged learners and transformed an everyday task into a collaborative, interactive learning experience. I’m excited to try out some of our ideas!

  21. It was helpful to hear about both frameworks and I feel like both will be helpful when thinking about curriculum development. In the SAMR model, it seems that the S, A, and M levels are relatively easy to adopt. I intuitively feel that the “R” end of the specturm will, at this point in our collective tech adaptation (students and adults alike), require dedicated time to actually learning the technology. This will require some give in the content we are wanting to teach. I’m intrigued and energized by the prospect of “re-imagining” curriculum, but I’m not sure how much course content I am willing to let go of. In other words, I’m not sure how much I want to become a technology teacher in addition to a Language Arts teacher. It’d be great if I could send kids somewhere to first learn the technology and then play with it in my class once the students have all the tech kinks worked out! It also strikes me that “re-imagining” would be most powerful in an interdisciplinary environment, which might be best supported by a re-thinking of the way we divide disciplines and structure the school day. Of course, that’s taking things in a whole other direction…

  22. I was inspired by both the PKM and SAMR models and enjoyed working with Ty and Elena on our trio-blogging experiment. I am hoping to develop a new project in yoga class based on ‘happiness’ and am considering using a blog format with the students as a way to share their ideas and inspirations.

  23. I’m excited about using Telegami, the neat app that Yayoi showed me, again. It would be interesting to incorporate Telegami into class, especially for activities that would require students to provide a synopsis or summary of a new concept, theme discussion, or plot for their peers. I could use it to gauge how much they understand a key idea or the previous day’s lesson or homework, and watching 15-18 of them wouldn’t take up much class or grading time. I guess this app would be a substitution in the SAMR model.

    The morning session PKM activity left me pondering questions about assessment, and I’m curious to find out more details about the logistics of the Quadblogging project to determine how to incorporate a student blog into my classes.

  24. I thoroughly enjoyed learning about SAMR, as it is a new concept for me. The note taking lesson gave me ideas on how to take it to the next level. I am currently in the substitution phase and I look forward to taking it to the next level: augmentation.

  25. My group’s conversation on blogging helped spark ideas about how students can use blogging as a tool to build critical thinking and reflection on their own work/ideas and on those of others. It also generated the potential idea of using blogs as a forum for student to “pitch” their project ideas and get feedback from peers on their concepts, ideas about resources, etc.

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