Paint Chips and Oceans: Metaphors for the SAMR Model
Reading both Michelle Beard as well as Maggie Hos-McGrane’s posts about their reflections of the SAMR model and how they both used the model to help reflect upon the ways they each integrate technology with their students made me consider the ways I currently use technology with my third grade students.
Next I searched Twitter to see how other educators were using the model to help plan for transformative integration.
Glen Irvin, Spanish teacher in Minnesota, USA is using a combination of Bloom’s Taxonomy and the SAMR model to develop a gamification of one of their spanish units about Mexico.
Then I found a retweeted post about device choice and possible apps that reminded me of Michelle’s reflection. A post, by Eleni Kyritsis, a year 3 teacher in Australia, like Michelle’s provided specific examples of how teachers can revise the same learning engagement using the SAMR model. She also has a great list of apps and how her students have choices as they use technology to enhance their learning.
Sylvia Duckworth shared this pictoral representation of the SAMR model. I’ve seen others but I connect to this one the most.
This is my second year in a one-to-one iPad classroom. At times I feel as though I’m paddling along in my boat, like the image, with a simple substitution for a task such as using IXL for math fact practice. Other times I feel that I’ve put on my snorkle mark and am seeing what’s just below the surface when we augment a task. This might involve using Google Docs to write poetry and then my students provide one another feedback using the commenting feature. Enhancing is easy. You don’t have to have too many new skills to be successful in learning and seeing something new.
I use a similar metaphor and graphic representation when I meet with my students to discuss the depth of their thinking, it’s a visual rubric. I introduce this metaphor using a video clip from the movie Finding Nemo. The clip is where Nemo and Dory are diving into the abyss and encounter a lantern fish. We discuss how the deeper you dive into the ocean, the more unique and interesting, as well as sometimes scary, things you find. My third graders “get” this rubric and perhaps this is why this pictoral model resonates to me.
When using SAMR in our classrooms, it’s about nudges. To use the paint chip metaphor, it’s making the color deeper, richer. Using the ocean SAMR metaphor, it’s taking off the snorkle and learning how to dive. You don’t have to throw out everything, just stop and reflect to find ways to improve on your integration practices.
For example, in reading my students “stop and jot” as they read independently. Currently we are using Padlet as an electronic means for students to share their thinking about their independent reading books and for me to provide feedback. Next week, I’ll add a peer feedback piece as well. This nudges our use of technology from Substitution to Modification. Each Friday, I think I’ll use a little alliteration and call it Feedback Fridays, my third graders will provide feedback to their reading partner about how they’re meeting the criteria (and rubric) we developed long ago as a class. We also use it during whole class read alouds so they read and comment on each other’s thinking already, which is already at the Modification.
Using Twitter, fellow COETAILer’s ideas and pausing to consider how I can make some small changes is a good place to start as I implement SAMR into my third grade classroom.
I also just wanted to share Image Codr, a site that helps to accurately site images you find using Flickr and Creative Commons. Just copy and paste the Flickr URL and off you go!