Putting the R in SAMR

One of my on-going goals is based around the successful implementation of eLearning into my teaching of Year 13 Geography. In my role as eLearning integrator at the College, it is important that I am seen to be visible in this area, and that I can show that I too am implementing some of the strategies and tools that I am advocating to other staff.

SAMR

The SAMR Model

SAMR is a popular model used to help teachers infuse technology into teaching and learning. The man behind the model is Dr. Ruben Puentedura, an Argentinian academic. The SAMR model is based around a planning progression that aims to transform learning experiences so they result in higher levels of achievement for students. We have previously blogged about the SAMR scale here – a great post that thoroughly describes the model.

Alternatively you can listen to Dr Puentedura explain the SAMR model on this video. 

Hearing Dr Puentedura Explain his Model

Last week I was lucky enough to attend a presentation by Dr Puentedura here in Christchurch. During the presentation he spent time analysing the structure of the SAMR model, by modeling how the model could be used in the teaching of Shakespeare’s Romeo and Juliet.

The way we were challenged to think about the model was as a SAMR Ladder.  A unit of work must involve a deliberate progression through the stages of the SAMR model, with each learning activity building on the complexity of student understanding generated by the last.  This ladder analogy was the crucial aspect of the presentation for me, and really consolidated my own understanding of the model and the most appropriate way to implement it.

The second part of the presentation was time spent working in small groups implementing the model into a unfamiliar situation. In my case it was helping Year 5 students consolidate their understanding of correct notation in Mathematics. While, as a senior Geography teacher, the context was unfamiliar, this actually proved beneficial as the exercise consolidated my understanding of the importance of a deliberate progression of learning activities required to move through the ladder, thus improving student engagement and understanding.

Takeaways from Presentation

I found Dr Puentedura’s presentation the most engaging I have attended recently. On reflection, my main takeaway’s are:

  • The SAMR model is designed to be implemented progressively across a long unit of work, rather than used to justify the planning of an individual task.
  • Think of the SAMR model as a ladder, and plan to progress your students and their learning.
  • The challenge for teachers is to move beyond Augmentation to Modification

Putting it into Action – Queenstown Tourism Development Unit

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My Ideas for a SAMR Unit on Tourism Development

Upon returning to school I felt compelled to put my new learning into action. Next week my Year 13 students begin work on a new unit of work; Tourism Development. The aim of the unit is to help students demonstrate understanding of how a Cultural Process shapes a Geographic Environment; in this case Queenstown. During this unit they will study the historic and contemporary role that Tourism Development has played in the life of Queenstown.

Whilst technology has previously played a part in my teaching of this unit, this will be the first occasion where I plan to implement the SAMR model this deliberately throughout a unit.

Four levels of Task Development

Because OneNote plays such a big roll in my class it was easy to identify tasks in the unit that are clearly Substitution. Particularly with the recently added Classroom Notebook Add-in to OneNote it is now incredibly easy to ensure that class notes are easily distributed to all students in an organised, and deliberate way.

The second level of the scale is Augmentation. These are tasks that technology acts as a direct tool substitute, but there is a level of functional improvement. A good example of this will be a task that I have previously used during this topic where students use the Placemark functionality within Google Earth to investigate the Spatial Patterns of accommodation and attractions in Queenstown. This task could just as easily be done with a paper map and felt pens, but the functional improvement comes from the ability of students to turn the different layers on and off, and add text detail to each of the Placemarks.

Task Modification is where the real challenge lies for me in this unit. Google Earth makes another appearance on this list, as the program is so useful for students to visualise an environment such as Queenstown; so there are two further tasks that utilise its potential. The third task is aimed at utilising the potential of the site Canva which we have recently discovered in our team as an easy site to use to create visuals.

The final step in my ladder is based around task Redefinition. At this level the technology must allow for the creation of a new task, one that was previously inconceivable. In this case I plan to have my students create a revision website that will be made public. We have previously blogged about student produced websites and I feel that this is an authentic purpose for the students to challenge their organisation and, most importantly, their learning.

The unit of work is planned to take approximately 5 weeks of class time – and with the amount of content material that is demanded of Y13 students it will be interesting to see the progress that I am able to make through this plan. I feel particularly optimistic at this stage however, as the substitution aspect of my providing notes for students to annotate, rather than copy, frees up huge amounts of time to complete more in-depth tasks.

At the conclusion of the unit I will revisit its success – watch this space!

Modelling Google Earth Tours & Internet Research

Barry Martin PhotoI was recently invited to speak at the weekly St Andrew’s College Chapel Service. One of the features of these services is the Deputy Head Prefects walking up the centre aisle at the conclusion of the first hymn, and saying “Today we remember ….” and naming an Old Collegian who was killed in action.

For my Chapel, I researched Barry Martin, student #101 at St Andrew’s, who attended from 1918-25 in the Preparatory School and completed his first tour in the RAF before volunteering for a second and eventually completing 46 operational missions over occupied Europe, before being killed on 2nd February 1943.

To visually represent Barry’s life, I opted to build a Google Earth Tour (something I shared on at the recent TeachMeet hosted at St Andrew’s) and indicate places of significance such as his birth (Waiau, North Canterbury), where he attended school (here at St Andrew’s College), through to his various flight training and operational bases (Canada, Mildenhall and Oakington) and his final resting place (Rotterdam General Cemetery). Google Earth tours are something we have encouraged teachers to use and some good examples include:

Targets

The yellow pins in this Google Earth screenshot represent targets Barry Martin navigated his crew to, over the course of his 46 flights.

The entire story that I shared at the Chapel Service can be seen in the video at the top of the blog, however you can see the start of the narrated Google Earth tour here. What has been interesting to me is the amount of teachers and students who were really surprised by the power of Google Earth, having never really used it in any meaningful context before. Consequently, Tom Adams (our eLearning Integrator) has run some professional development sessions for staff interested in using it with their students.

The reality is, whilst the visualisations of Barry Martin’s journey added engagement through technology, the researching of the information for the presentation itself was almost entirely dependent on the power of the Internet. I had used Microsoft OneNote to easily compile a working document of information, starting with links to relevant websites and notes to myself on their usefulness:

The ease of being able to drag ‘n drop and cut ‘n paste information into this notebook accelerated the research considerably:

OneNote for research

Screenshot of my OneNote notebook for researching Old Collegians

One of my goals in this research was to bring to life Barry Martin’s story and show more about him as person and not just a statistic from World War II. Through the searching of PapersPast I was able to find references to Barry’s pre-war life, including his engagement and  attendance at an Old Collegian dance at the Dunsandel Hall with his fiancee, which sounded like an eventful night with the power cutting out!

Other sources that proved invaluable in finding out more about Barry’s life included Google Books, an unexpected source that showed up the research of Stephen Harris in his book Under a Bomber’s Moon and the relationship between his great Uncle Col Jones and Barry Martin. It is from this source that I obtained the photo below of Barry with unnamed friends, along with the entertaining account of Barry cooking up a storm in the barracks with tins of lambs tongues and tomato sauce sent to him from New Zealand:

Dutch Police Report

Original Dutch Police Report on the crash of Barry Martin’s Stirling bomber.

Other sources were not so easy, but did manage to turn up gold for this research. I optimistically posted on the Wings Over New Zealand Aviation Forum and was thrilled to get a reply out of that which led to obtaining a copy of the original Dutch Police Report that detailed the circumstances and location of the crashed Stirling Bomber on the night that Barry Martin’s plane was shot down and he was killed. This was eventually sourced from the book De Crash Van De Padvinder by P. van der Leer.

This highlights that whilst the Internet can be an outstanding source of quick and accessible information, the importance of human interaction (even if that is via forums, email and text messaging) along with a curiosity not to give up, remains a vital part of any good research. The Christchurch City library had all three volumes of For Your Tomorrow  by Errol Martin which was invaluable for factual details, and the St Andrew’s College library had historical records of Barry’s attendance at the College, 98 years ago.

Old Collegian

I also discovered that Barry Martin’s medals had been auction at Bonhams in 2014:

Bonhams Medals

Barry Martin’s medals – note the Distinguished Flying Cross (DFC) on the left. Barry never knew he had been awarded this, as it was announced only two days after his disappearance.

It was very gratifying to be able to harness the power of technology to shine some light on an Old Collegian of St Andrew’s College and the ultimate sacrifice he made.

UPDATE:

This is the recording of an earlier Chapel Service that I gave on James Samuel Cartwright. He was a former teacher at St Andrew’s College and All Black triallist and was tragically killed only days after the D-Day Normandy invasion:

Staff Profile – Bronwyn Radcliffe

During 2016 I have been profiling a number of Staff members from different departments to help to highlight the seamless nature of ICT integration into the vast majority of classrooms here at StAC. In Term 1, I began by profiling Donna Jones; a post which highlighted and celebrated the willingness of an experienced classroom teacher to innovate and model effective learning to her students. That post was followed by a profile of some of the great work occurring in the Mathematics department; focusinbronwyn radcliffeg on the strong collaboration occurring between Mr John Quealy, and Mr Mitch Howard as they work to raise engagement and success levels for some priority learners.

This week I am profiling Mrs Bronwyn Radcliffe, a member of staff who predominantly teaches in the Languages department. Over recent years, it has been pleasing to see the enthusiasm with which the Languages department has embraced the potential of eLearning tools in their classrooms.

Introducing Digital Textbooks

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An example of Digital Textbook Content

In 2016 the French department began a digital textbook trial. In an attempt to source the best product for the differing needs of each year level it was decided to use two different products; Studio for Year 11 students, and AQA for Year 12.

The allure of digital textbooks, for Mrs Radcliffe, is the range of interactive activities that are seamlessly linked to self-marking activities, and the detailed analysis of student performance that she, as the teacher, has access to. This analysis is replicated by the functionality of the second main online platform that Mrs Radcliffe utilises; Language Perfect. This product allows Mrs Radcliffe to personalise the learning of her students to the particular topic content by ensuring that the vocabulary lists that she requires students to learn are directly relevant to the classroom content.

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An example of the Language Perfect analytics that Mrs Radcliffe uses to track student progress in her class.

“I love that I can provide Language Perfect with the specific vocabulary lists that I need my students to learn, and in most cases, it is entered into the programme for them to learn within 24 hours”

This functionality of Language Perfect enables Mrs Radcliffe to run include elements of a flipped classroom in regards to students knowing in advance the vocabulary that must be learnt to enable their learning to progress more immediately in class.

 

Providing Students with Better Feedback

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An example of feedback utilising the strengths of the Surface 4 Pen.

As part of our three year teacher laptop lease, Mrs Radcliffe has recently been issued a Microsoft Surface 4. We have previously blogged about the efficiency gains that a Surface tablet affords a teacher in giving students timely and valuable feedback, and Mrs Radcliffe has been quick to implement such practice in her class, through the class OneNote notebook. Her students now receive handwritten feedback that clearly identifies the areas for improvement in their work and, as in the example above, they can use the highlighter function to record the changes that they have made.

A second feature of OneNote that is adding value to Mrs Radcliffe’s teaching is the Insert Audio function. As a teacher of language, it is imperative that students are exposed to the correct pronunciation of new vocabulary. By using the insert audio function, both students and Mrs Radcliffe, are able to record, and listen to, each other speak. This has clear benefits for the quality of the student’s speaking.

Technology in Language Teaching 

While researching this profile, it was again pleasing to see how fluently our teachers are able to articulate how technology influences their classroom practice. The confidence that they have to innovate, and more importantly reflect on the successes, and obstacles that ICT brings into a classroom, shows a real commitment to the flexibility and pride that they take in the development of their pedagogy. Mrs Radcliffe is a great example of this.

Hosting a TeachMeet at St Andrew’s College

This week, St Andrew’s College hosted the first TeachMeet event in Christchurch for 2016 and over 40 staff from 15 different schools attended. If you’re unsure of what a TeachMeet actually is, you can find more at the website http://www.teachmeet.co.nz  but in short:

A TeachMeet is an organised but informal meeting (in the style of an unconference) for teachers to share good practice, practical innovations and personal insights in teaching with technology.

Participants volunteer (via the TeachMeet website) to demonstrate good practice they’ve delivered over the past year, or discuss a product that enhances classroom practice.

Source: Wikipedia

To help promote the event, I took to a new tool I’ve been using recently called Canva which allows you to very quickly and easily develop stylish posters, images and social media banners through their website:

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One of the key reasons TeachMeets are successful is that presenters are limited to only 2minutes or 7minutes for their presentations. This results in a fast-paced event and a range of different ideas and solutions being shared. It also means that preparation for the volunteer presenters is kept at a minimum – it’s not onerous to share something you’re already doing in your classroom or researching to give a go.

From the slides above, you can see there were seven presenters who shared on the following topics:

  1. Wilj Dekkers (St Andrew’s College) Using MineCraft and OneNote for Creative Writing
  2. Tom Neumann (Riccarton High) Using an alphanumeric self marking video game in Moodle to review content of Yr11 Economics
  3. Sue McLachlan (Hagley College) Using OneNote Learning Tools in the classroom
  4. Tam Yuill Proctor (St Andrew’s College) Using OneNote as a Digital Teacher’s Planbook
  5. Karyn Gray (Haeta Community Campus) The Quest for Personalisation of Learning- My Thinking, My Research, My Questions
  6. Schira Withers (Our Lady Of The Star Of The Sea) How we as educators can help students with low working memories improve their self-management skills using digital technologies, thus  allowing them to experience success and move from a fixed to growth mindset.
  7. Donna Jones (St Andrew’s College) Using a 3D app to inspire creative thought and ideas for creative writing.

When one of the presenters was unable to attend at the last minute, I added some thoughts on using Google Earth to create personalised tours to round out the afternoon.

A number of attendees contributed on the designated Twitter hashtag of #TMChch and you can see the entire timeline here with a small selection being:

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