SAMR: A Framework for Powerful Tech Integration
The SAMR model offers a helpful way for teachers to think about using technology effectively in lessons. It goes beyond just replacing physical tools with digital ones. SAMR stands for Substitution, Augmentation, Modification, and Redefinition, representing different levels of how deeply technology can transform learning.
SAMR in Action
Instead of simply switching from paper worksheets to digital ones (Substitution), SAMR encourages teachers to leverage technology's unique strengths. This could involve having students work together on projects across the globe (Modification) or even creating their own interactive learning simulations (Redefinition).
The Teacher's Role
Teachers play a key role in using SAMR effectively. By understanding the different levels, they can choose technologies that truly boost learning.
SAMR for Planning and Reflection
The SAMR model can be used throughout the lesson planning process:
- Substitution: Can technology simply replace a non-digital tool?
- Augmentation: Does the technology add some benefit but not change the task itself? (e.g., using a more interactive whiteboard app)
- Modification: Does technology significantly change the task, allowing for new learning approaches? (e.g., creating animations to explain science)
- Redefinition: Does technology completely transform the task, creating entirely new learning experiences? (e.g., virtual reality field trips)
By considering these questions, teachers can ensure technology is used strategically to create richer and more engaging learning opportunities for their students.
Design lesson plan for primary children with two level of ICT using the SMAR model integration.
Lesson no. 1
Teacher’s name; Dechen Selden
Subject; Mathematics
Topic; Sorting Quadrilaterals
Class; V
Time; 45 minutes
Teaching Learning Materials; video links, ppt slides, and text books.
Previous Knowledge:
Students have the knowledge on different shapes and on finding the right angles.
Students knows how to draw and sort different triangles
Lesson Objectives;
By the end of the lesson, the student will be able to;
Define the term quadrilateral correctly after the teacher’s explanation.
Name at least five quadrilateral shapes appropriately after the activity
Recognize the parallelograms precisely after the class discussion
Sort out the quadrilaterals by the number of congruent sides, right angles and the number of parallel sides accurately after solving example 1 given in the text.
Lesson Introduction (10 minutes)
Start the class with the recapitulation of the previous lesson
Okay students, yesterday we studied about…………………
Student (expected answer) - sorting and drawing triangles
Good! So, a triangle with three congruent sides is ……………….
Student (expected answer) - an equilateral triangle
And a triangle with no congruent sides is………………………
Student (expected answer) – a scalene triangle
And a triangle with only two congruent sides is ………………..
Student (expected answer) – an isosceles triangle
Very good!
So today we will be moving on with the next topic i.e. sorting quadrilaterals. Before looking at the definition of quadrilaterals, turn to page no. 140 and try answering ‘try this’ activity.
Teacher- monitor and on a volunteer basis, let at least two or three students share their answers.
Lesson development (15 minutes)
Information input
Linking with the student’s response to try this activity define quadrilateral in a simple language
-A shape with four sides is called a ‘Quadrilateral’. ‘Quad’ means four and ‘lateral’ means sides.
Showing them the different examples of quadrilateral shapes through ppt, ask them the names of the shapes.
Learning Activity( 10 minutes)
Activity 1: work in a group
Instructions:
Teacher will provide different quadrilateral shape cutouts and let them sort it into groups. Let the students derive their own explanation for their sorting rules.
Monitoring:
After assigning the task, the teacher will move around and check whether all the students are participating equally and see if they are facing any challenges.
Extended learning activity
For those groups who have completed their task, let them try question 1 and 4 from page 143, practicing and applying.
Follow up (5 minutes)
Teacher will explain ways to sort quadrilateral shape:
- Based on number of congruent sides
- Based on number of right angles
- Based on the number of parallel sides in connection with the activity they have done.
And for deeper understanding, I will show them the video.
https://www.youtube.com/watch?v=0OW2bU0So-4
Lesson closure (5 minutes)
Teacher will wrap up the lesson by letting one student summarize the lesson.
Then assign homework from practicing and applying.
Home task- 1, 2 and 3
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