Observe the teacher integrating technology in the passage and discuss your observation by identifying the level of technology integration according to the SAMR model, and provide a rationale for your selection. I have 20 students in 2nd Grade. The lesson featured is a cross-curricular Social Studies lesson that incorporates literacy skills. Two students have been diagnosed with ADHD. Students enjoy speaking, researching, and using technology. On the interest inventory, 16 of the 20 students in the class stated that they enjoyed learning about history/social studies. The unit on early settlers consisted of learning activities, projects, and a field trip that correlated and connected literacy, social studies, and math. The viewing, listening, and speaking goals were written as "I can" statements and are used as an evaluation tool. This lesson begins with the viewing goals. I can make connections between words and illustrations to help me understand. I can view illustrations to learn new information. I can identify important details when I'm viewing. The learning goals guided students in responding appropriately as listeners to comprehend what they heard. I can be a respectful listener by facing the speaker, making eye contact, and not fidgeting. I can understand what I hear. I can listen to new information and identify the most critical parts I hear. There were 4 speaking goals. I can talk at the right voice level, not too fast or slow. I can share my ideas with the audience. I can stay focused on what I am speaking about. I can speak to inform. Students were to examine the past, distinguish among past, present, and future people, places, and events, and explore and give examples of change over time. Students practiced speaking, learning, and visualizing by reading historical fiction texts for information, participating in collaborative group activities/discussions, researching websites, attending a field trip, creating and presenting digital scrapbooks, etc. All activities allowed students to view by gathering information from what they saw and read, to listen as they worked with a group and gathered information from what they heard, and to speak as they shared their ideas cooperatively in small groups and with the whole class through presentations and discussions including writing and technology. Students wrote a report, which turned into their digital scrapbook. The students presented the scrapbook to the class through speaking, while the audience had to view and listen for information. Infusing technology allowed students to arrive at conclusions on their own through research and presentation. On the field trip to The Homeplace 1850, students completed a digital scavenger hunt where they found examples of criteria on a checklist. Each group used a digital camera to take pictures of items found on the scavenger hunt. Once back at school, students began working on digital scrapbooks using Keynote (presentation) software. They combined photographs and information learned during the unit to create a presentation on criteria that we were comparing/contrasting. Technology allowed all students to share information with their classmates successfully. Some of the resources used: Homespun Sarah Checklist, scavenger hunt checklist, compare/ contrast organizer and criteria sheet, field trip to The Homeplace 1850, historical fiction text; self-evaluations; materials for constructing log cabins, and cloth that students used to design clothing that early settlers would have worn. I incorporated various instructional resources to address all learning styles and levels of Bloom's Taxonomy. Students reflected on each activity in their learning log. Resources such as the criteria sheet, the compare/contrast organizer, evaluations, and the checklists served as formative assessments and were used to form instruction based on the student's understanding. The field trip, books, pictures, videos, podcasts, keynote presentations, and self-evaluations allowed students to critically view, listen, speak, identify critical information, and evaluate their performance. I taught the importance of learning and speaking to ensure that students were respectful listeners and felt comfortable speaking. I modeled acceptable/ unacceptable behaviors of listeners and speakers. I encouraged all students to participate as active speakers and listeners in formal/informal settings. Technology motivated students to speak, listen, and view during the presentations and helped them feel comfortable speaking. Students practiced the visual goals by completing a web quest to learn about clothing early settlers wore and then using the material to design an outfit for an early settler. Students searched for criteria being studied on a field trip; they listened for information from the speakers, viewed the criteria they saw, and spoke as they asked questions and discussed their learning. I used the digital scrapbook as part of the summative assessment.
Observe the teacher integrating technology in the passage and discuss your observation by identifying the level of technology integration according to the SAMR model, and provide a rationale for your selection.
I have 20 students in 2nd Grade. The lesson featured is a cross-curricular Social Studies lesson that incorporates literacy skills. Two students have been diagnosed with ADHD. Students enjoy speaking, researching, and using technology. On the interest inventory, 16 of the 20 students in the class stated that they enjoyed learning about history/social studies. The unit on early settlers consisted of learning activities, projects, and a field trip that correlated and connected literacy, social studies, and math. The viewing, listening, and speaking goals were written as "I can" statements and are used as an evaluation tool. This lesson begins with the viewing goals. I can make connections between words and illustrations to help me understand. I can view illustrations to learn new information. I can identify important details when I'm viewing. The learning goals guided students in responding appropriately as listeners to comprehend what they heard. I can be a respectful listener by facing the speaker, making eye contact, and not fidgeting. I can understand what I hear. I can listen to new information and identify the most critical parts I hear. There were 4 speaking goals. I can talk at the right voice level, not too fast or slow. I can share my ideas with the audience. I can stay focused on what I am speaking about. I can speak to inform. Students were to examine the past, distinguish among past, present, and future people, places, and events, and explore and give examples of change over time. Students practiced speaking, learning, and visualizing by reading historical fiction texts for information, participating in collaborative group activities/discussions, researching websites, attending a field trip, creating and presenting digital scrapbooks, etc. All activities allowed students to view by gathering information from what they saw and read, to listen as they worked with a group and gathered information from what they heard, and to speak as they shared their ideas cooperatively in small groups and with the whole class through presentations and discussions including writing and technology. Students wrote a report, which turned into their digital scrapbook. The students presented the scrapbook to the class through speaking, while the audience had to view and listen for information. Infusing technology allowed students to arrive at conclusions on their own through research and presentation. On the field trip to The Homeplace 1850, students completed a digital scavenger hunt where they found examples of criteria on a checklist. Each group used a digital camera to take pictures of items found on the scavenger hunt. Once back at school, students began working on digital scrapbooks using Keynote (presentation) software. They combined photographs and information learned during the unit to create a presentation on criteria that we were comparing/contrasting. Technology allowed all students to share information with their classmates successfully. Some of the resources used: Homespun Sarah Checklist, scavenger hunt checklist, compare/ contrast organizer and criteria sheet, field trip to The Homeplace 1850, historical fiction text; self-evaluations; materials for constructing log cabins, and cloth that students used to design clothing that early settlers would have worn. I incorporated various instructional resources to address all learning styles and levels of Bloom's Taxonomy. Students reflected on each activity in their learning log. Resources such as the criteria sheet, the compare/contrast organizer, evaluations, and the checklists served as formative assessments and were used to form instruction based on the student's understanding. The field trip, books, pictures, videos, podcasts, keynote presentations, and self-evaluations allowed students to critically view, listen, speak, identify critical information, and evaluate their performance. I taught the importance of learning and speaking to ensure that students were respectful listeners and felt comfortable speaking. I modeled acceptable/
unacceptable behaviors of listeners and speakers. I encouraged all students to participate as active speakers and listeners in formal/informal settings. Technology motivated students to speak, listen, and view during the presentations and helped them feel comfortable speaking. Students practiced the visual goals by completing a web quest to learn about clothing early settlers wore and then using the material to design an outfit for an early settler. Students searched for criteria being studied on a field trip; they listened for information from the speakers, viewed the criteria they saw, and spoke as they asked questions and discussed their learning. I used the digital scrapbook as part of the summative assessment.
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