Measuring the New Bloom s Digital Taxonomy in the Classroom. Castleberry ISD Dr. Amy Ellis Mrs. Renee Smith-Faulkner

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1 Measuring the New Bloom s Digital Taxonomy in the Classroom Castleberry ISD Dr. Amy Ellis Mrs. Renee Smith-Faulkner

2 Warm-up: Conduct your own quick google search and then answer the following question: What benefits can you see as a teacher or administrator in understanding the different levels of the SAMR model? Answer at the following link:

3 Where is Castleberry ISD? 5 miles west of downtown Fort Worth 4A District 7 campuses 4,000 students district wide 77% Hispanic, 19.5% Caucasian, 1.2% African-American 81.2% Economically disadvantaged

4 What type of technology do your students have? 1-1 in grades year plan for student computers and 5 years for teach laptops Canvas is our learning management platform (1 year of implementation) Per Region XI, Castleberry has the highest student/teacher use of Canvas

5 Bright Bytes Survey Data

6 Why SAMR matters? Teachers beliefs about technology are considered more influential than their actual knowledge about technology (Kim et al., 2013).

7 What affordances can technology bring to student learning?

8 Does The Use of Technology Improve Learning?

9 4)Understand the training model for using the datawalk template and how SAMR aligns with T-TESS. Objective for our learning today: Participants will: 1)Learn how to use the SAMR model to measure level of rigor/engagement of technology usage in the classroom; 2)Use a datawalk tool to measure 4 classroom activities; 3)Understand how to organize the new Bloom s Digital Taxonomy resources for teachers;

10 Bloom s Bloom s Digital Taxonomy Resources on the Castleberry ISD Website

11 Bloom s Bloom s Digital Taxonomy Resources on the Castleberry ISD Website

12 SAMR Model SAMR is a model designed to help educators infuse technology into teaching and learning. It provides steps to help teachers develop student tasks that are at the higher level of Blooms with the goal of transforming the student learning.

13 Ruben Puentedura on applying the SAMR Model Hear from Dr. Ruben Puentedura, creator of the SAMR model, on how teachers can apply the model - from modification to redefinition - to transform teaching and learning:

14 Activity: Students take individual classroom notes with paper and pen to study for a test. Substitution Remembering and Understanding Levels Students use technology to type notes.

15 Activity: Students take individual classroom notes with paper and pen to study for a test. Augmentation Understanding and Applying Levels Students use formatting options to organize, highlight, edit, rearrange their notes. Students e- mail or print out notes to share with classmates.

16 Activity: Students take individual classroom notes with paper and pen to study for a test. Modification Applying and Analyzing Levels Students...

17 Create their own blog post using a variety of technology tools and methods to create annotated screenshots, videos, images to bring in different perspectives and address various learning styles. Students are creating collaborative notes via a Google Document, which is shared with the entire class. Everyone can contribute, add information, edit incorrect information, etc. Create their own blog post using a variety of technology tools and methods to create annotated screenshots, videos, images to bring in different perspectives and address various learning styles. Students are creating collaborative notes via a Google Document, which is shared with the entire class. Everyone can contribute, add information, edit incorrect information, etc.

18 Activity: Students take individual classroom notes with paper and pen to study for a test. Redefinition Evaluate and Creating Levels Students...

19 Teaching and Learning is Transformative: are contributors to a collaborative blog site, alternating being the Official Scribe of day. Collaboratively they write their own online textbook. Students express their understanding through a variety of media. Students use the blog as a learning hub to communicate and connect beyond their classroom walls, connecting with peers and experts from around the world.

20 Group Activity 1 Lesson: Understanding Shakespeare Taken from: and modified. Original Assignment: Read a Shakespeare play in traditional printed format. Substitution Augmentation Read Shakespeare texts online. Use online dictionaries, study guides, history sites, to supplement reading. Modification Redefinition Use multimedia resources like text, audio, and video tools to jointly construct knowledge, learning, and understanding of a portion of a play, or a character, as a group project. Answer the Question, What did the culture of the time have on the writing of Shakespeare s plays my using a Concept Mapping tool and constructing a mind map demonstrating key elements through words and images. Walsh, Kelley. April 10, Examples of Transforming Lessons Through the SAMR Cycle. Emerging Ed Tech. Retrieved on June 9,

21 Group Activity 2 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 Modification Redefinition The coach/teacher videos the training exercise and provides links to other training content (videos and articles from other coaches, etc). 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. Students watch video examples and practice the techniques, then the coach/teacher videos them hitting balls and provides feedback about their technique. Walsh, Kelley. April 10, Examples of Transforming Lessons Through the SAMR Cycle. Emerging Ed Tech. Retrieved on June 9,

22 Group Activity 3 Lesson: Learning Fractions Original Assignment: Show understanding of fractions on a worksheet by coloring in blocks. Substitution Augmentation Modification Redefinition Use an Excel Worksheet to let students color in the blocks. Use Google Sheet to let students color in the blocks, where the teacher can offer feedback directly on Google Sheet. Use Google Sheet and direct students to online examples and supplementary learning materials for areas that they might struggle with. Use a Fractions App instead like: Jungle Fractions, Pizza Fractions, or Fraction Basics. Walsh, Kelley. April 10, Examples of Transforming Lessons Through the SAMR Cycle. Emerging Ed Tech. Retrieved on June 9,

23 Now it s time to practice! 1)Using your datawalk form, walk the room and evaluate which level of SAMR you believe the activity is at that is described for you. 2)Come back to your seat and enter your answers at the following link: join.quizizz.com

24 Datawalk report gathered from Eduphoria for faculty meeting

25 Datawalk report gathered from Eduphoria for faculty meeting

26 Datawalk report gathered from Eduphoria for faculty meeting

27 Datawalk report gathered from Eduphoria for faculty meeting

28 Talk/pair/share: What insights or challenges did you encounter as you rated each activity?

29 Using the datawalk form and the SAMR model Train administrators on the datawalk form before school starts; Talk about the datawalk form in district leadership team meetings; Host beginning of year and middle of year training on the SAMR model for teachers and administrators during built in PD days during the school year; Conduct datawalks with campus and central office administrators; Train campus staff on the datawalk process; Conduct datawalks with each PLC and a campus administrator;

30 Using the datawalk form and the SAMR model Teacher specific training: During new teacher PD week in August, teachers received 3 hours of SAMR training, During ALL teacher PD week, teachers received 3+ hours of technology and SAMR training including Canvas (our LMS); During PD days built into the calendar, we provided on-going technology training and support lead by lead teachers on the campus.

31 Teachers end the year with 36 hours of professional learning credits. Using the datawalk form and the SAMR model Teacher specific training: Every first Thursday of the month we hold faculty meetings on each campus; Every third Thursday of the month we have early release for students district wide: We provide Professional Learning opportunities for teachers from 1:45-4:00 PM; Canvas training, SAMR training, datawalk training;

32 How Does the Implementation of the SAMR Model Support the New Texas Teacher Evaluation and Support System (T-TESS)?

33 Using Technology to move from Teacher-Centered Actions to Student-Centered Actions

34 Distinguished in the Planning Domain Dimension 1.1 Standards and Alignment Provide Appropriate Time for Student Reflection Technology Tool: Blogging SAMR Model (What new affordances can blogging offer?) S: Students Reflect in a Blog vs Composition Book or Paper A: Students Reflect in a Blog and Add Enhanced Features such as Images, Video, and Audio M: Students Reflect in a Blog and Receive Feedback from the Teacher and Other Classmates to add Meaning, Perspective, or Additional Resources R: Students Reflect in a Blog and the Teacher Strategically Connects the Students to Experts and Peers from Around the World to Collaborate Regularly

35 Distinguished in the Planning Domain Dimension 1.2 Data And Assessment Student Formative and Self Assessments that Engage Them in Self Assessment and Building Awareness of Their Own Progress Technology Tool: Google Docs/Sheets SAMR Model S: Google Form Test vs Written Test or Bubble Sheet A: Google Form Test with Automatic Marking Script M: Auto Checking Google Form Test Aligned with Standards/Students Construct Charts or Graphs Indicating Areas of Strengths and Areas that Need Improvement R: Students Create Goals and Track Performance and Continue to Identify Areas of Improvement while Teachers and Classmates provide Feedback on Goals and Performance. Examples and Electronic Resources that Address Improvement are Shared using Google Docs or Sheets

36 Distinguished in the Instructional Domain Dimension 2.1 Achieving Expectations Systematically Enables Students to Set Goals for Themselves and Monitor Their Progress SAMR Model (Technology Tool: Google Docs/Sheets) S: Google Form Test vs Written Test or Bubble Sheet A: Google Form Test with Automatic Marking Script M: Auto Checking Google Form Test Aligned with Standards/Students Construct Charts or Graphs Indicating Areas of Strengths and Areas that Need Improvement R: Students Create Goals and Track Performance and Continue to Identify Areas of Improvement while Teachers and Classmates provide Feedback on Goals and Performance. Examples and Electronic Resources that Address Improvement are Shared using Google Docs or Sheets

37 Distinguished in the Instructional Domain Dimension 2.3 Communication Skillfully Provokes Curiosity to Inspire Student-Led Learning of Meaningful and Challenging Content o Technology Tools: Word, Bubbl.us, Google Hangouts, PiktoChart, and Multimedia Applications SAMR Model S: Students List on a Word Document Unsafe Environmental Conditions in School A: Students Select an Issue to Address and Collaboratively Brainstorm Solutions using Bubbl.us M: Students Contact an Expert using a Video Conferencing Tool such as Google Hangouts to Confer with an Expert. Students Collect Data and Represent the Data in Visual Format using PiktoChart. R: Students Present Findings using Multimedia, Graphics, Audio, and Video to Local Authorities (City Council) for Consideration of Possible Solution

38 Exit ticket What benefits can you see as a teacher or administrator in understanding the different levels of the SAMR model?

39 through-samr/ Lesson 1: Writing a short paper Original Assignment: A hand written paper. Substitution: A Word Processor replaces a Pen/Pencil in a Writing Assignment. Augmentation: A Word Processor and text-to-speech function are used to improve the writing process. Modification: The document created using the Word Processor and text-to-speech function is shared on a blog where feedback can be received and incorporated to help improve the quality of writing. Redefinition: Instead of a written assignment, students convey Walsh, Kelley. analytic April thought 10, using 8 Examples multimedia of Transforming tools. Lessons Through the SAMR Cycle. Emerging Ed Tech. Retrieved on June 9,

40 Lesson 2: Geography & Travel Original Assignment: An overview of a location consisting of hand written content supplemented with compiled cut-and-pasted magazine clippings. Substitution: Use presentation software (like Powerpoint or Prezi) to construct a presentation providing information about a selected locale. Augmentation: Incorporate interactive multimedia audio, video, hyperlinks in the presentation to give more depth and provide more engaging presentation. Modification: Create a digital travel brochure that incorporates multimedia and student created video. Walsh, Kelley. April 10, Examples of Transforming Lessons Through the SAMR Cycle. Emerging Ed Tech. Retrieved on June 9, 2016 Redefinition: Explore the locale with Google Earth; seek out and include interviews with people who have visited the

41 Lesson 3: 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 (like MS Paint) to draw/paint a picture. 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 (like Twiddla or one of these other tools). Walsh, Kelley. April 10, Examples of Transforming Lessons Through the SAMR Cycle. Emerging Ed Tech. Retrieved on June 9,

42 Lesson 4: Etiquette Original lesson: Review printed copies of Etiquette concepts and guidelines. Substitution: Students read an online article discussing Etiquette concepts and guidelines. Augmentation: Student read an online article discussing Etiquette concepts and guidelines that includes links to examples, and offer comments online indicating their top 5 favorite tips. Modification: Student watch a video discussing Etiquette concepts and guidelines and after reviewing the guidelines, they create a Twitter account and Tweet their top 5 tips. Redefinition: Student watch the guidelines video, then assess examples of Etiquette violations and indicate which guidelines should be applied to correct/improve on the examples. Walsh, Kelley. April 10, Examples of Transforming Lessons Through the SAMR Cycle. Emerging Ed Tech. Retrieved on June 9,

Speak Up 2012 Grades 9 12

2012 Speak Up Survey District: WAYLAND PUBLIC SCHOOLS Speak Up 2012 Grades 9 12 Results based on 130 survey(s). Note: Survey responses are based upon the number of individuals that responded to the specific