Substitution, augmentation, modification and redifinition

CHALIE Y. MOLINA
Teacher III
RONALYNNE B. CORSINO BERNALIZA A. GARCIA
Teacher III Teacher III
CHALIE Y. MOLINA
Teacher III
RONALYNNE B. CORSINO BERNALIZA A. GARCIA
Teacher III Teacher III

DEPARTMENT OF EDUCATION
Outline
1. What is SAMR?
2. Why is SAMR model important?
3. Bloom’s Taxonomy and SAMR
4. What does SAMR look like?
5. Levels of SAMR model
6. The ASSURE model
2

Objectives
At the end of the Orientation/Training,
participants will be able to:
• Determine the level of ICT integration
they are using.
• Identify the appropriate learning tools
for instruction.
• Elevate the teaching and learning
process in their respective learning
spaces.
3

Objectives
What is your best practices
in ICT Integration in
teaching process
4

7
SAMR
• Popularized by Dr. Ruben Puentedura
• Substitution, Augmentation, Modification
and Redefinition (SAMR) is a model
designed to help educators infuse
technology into teaching and learning.
• SAMR is a guide to aid in planning for
technology integration
• SAMR aligns with Bloom’s Taxonomy

Why is the SAMR model important?
• To assist teachers/educators in
determining their level of proficiency in
terms of technology integration in the
learning spaces.
8

10
BLOOM’S TAXONOMY

11
THE SAMR MODEL

12
BLOOM’S TAXONOMY and SAMR

16
SUBSTITUTION
At this stage, technology is directly
substituted for a traditional one. It is
a simple, bare-bones, direct
replacement.

17
SUBSTITUTION

18
SUBSTITUTION

20
AUGMENTATION
The technology is again directly
substituted for a traditional one, but with
significant enhancements to the student
experience. In other words, you ask
yourself if the technology increases or
augments a student's productivity and
potential in some way.

21
AUGMENTATION

22
AUGMENTATION

24
MODIFICATION
In this stage, you are beginning to move
from enhancement to transformation on
the model. Instead of replacement or
enhancement, this is an actual change to
the design of the lesson and its learning
outcome. The key question here—does
the technology significantly alter the task?

25
MODIFICATION

26
MODIFICATION

28
REDEFINITION
The last stage of the SAMR model is
Redefinition and represents the pinnacle
of how technology can transform a
student’s experience. In this case, you
ask yourself if the technology tools allow
educators to redefine a traditional task in
a way that would not be possible without
the tech, creating a novel experience.

29
REDEFINITION

30
REDEFINITION

The ASSURE model
32

The ASSURE model
33
The ASSURE model is an ISD (Instructional Systems
Design) process that was modified to be used by
teachers in the regular classroom. The ISD process is
one in which teachers and trainers can use to design
and develop the most appropriate learning
environment for their students. You can use
this process in writing your lesson
plans and in improving teaching
and learning.
The ASSURE model incorporates
Robert Gagne's events of
instruction to assure effective
use of media in instruction.

The ASSURE model
34

The ASSURE model
35

The ASSURE model
36

The ASSURE model
37

The ASSURE model
38

The ASSURE model
39

The ASSURE model
40

The ASSURE model
41

DEPARTMENT OF EDUCATION 43
• Don’t spend too much time focusing on
which category a lesson is aligned to in
SAMR. Just take a quick guess and move
on. You will find that too much focus will
blur the already moving lines.
Reminder

• Keep in mind that the letter placement in
SAMR is a reflection on a lesson… not the
teacher. A teacher who is an expert at
Redefinition may spend some time in
Substitution because they understand
good technology integration.
Reminder

• Learn to recognize good and bad
Substitution. Some teachers when they
are beginning a one to one initiative feel
an expectation to have students use the
device all the time. Sometimes the pre-
device ways are better.
Reminder

• Understand that the highest level of
SAMR is not always filled with deep
learning and rigor. Sometimes it is just
transformative technological in action, not
representing real transformative learning.
Reminder

• Examine technology integration using
multiple learning models. Where is the
technology integration for a lesson in
relationship to SAMR? Also, where does
that same technology integration line up
with Bloom’s in the lesson?
Reminder

• Layering technology into antiquated tasks
isn’t going to improve the learning
experience. But purposefully altering the
substance of these tasks to address the
skills students need today (and those
they’ll need tomorrow) will improve
learning.
Reminder

Newton’s Laws of Motion Gravitation - Using
Newton’s 2nd Law to sum forces
50
Substitution Augmentation Modification Redefinition
Teacher will
provide
students with a
Notebook
Guide (Google
Doc) to capture
notes practice
The Notebook will
have a link to a
Google
Spreadsheet.
Students will share
with one other
student to work
collaboratively on
a google
worksheet
template (form to
create the correct
formula on Force)
Students will create a
copy from the
template and embed
in their Notebook.
Using the Google
research tool, Student
will supplement their
notes with Scholarly
information the laws
of Force. and find
data to input and
verify their
calculations.
Student will create
a video discussing
the research and
how the Law can
be applied to
everyday life for
problem solving.
Students will vote
on the best video.
The best video
will be posted on
the class website.

Analyze the Graphs of a Radical Function
51
Show a video
on Khan
Academy
Share a
worksheet
through Google
docs and have
students
complete the
worksheet and
comment on
the questions
The students
use Desmos
to analyze the
graph of a
radical
function
Students research
online applications
that involve radical
functions. The
students can share
their results
through a google
doc or edmodo to
show / demonstrate
examples of radical
functions.

Group Activity (15 Minutes)
• Using the Metacards in Activity No. 1
classify them according to SAMR
Level in the Activity No. 3 Template.
• Fill out the empty columns of the
SAMR Level.
• 5 Groups will be chosen to present
their output.
56

Activity No. 3 - Template
57

Points to consider
58

Activity No. 4 (15 Minutes)
• SAMR PROJECTS
(choose a topic or a competency in your subject which is in line with the
following category and plan for the four levels of SAMR using the
ACTIVITY 3 TEMPLATE (in ppt) then upload your output in
http://bit.do/SAMRact4batch8
 Your Passion:
• If you had to pick one topic from your class that best
exemplifies why you became fascinated with the subject you
teach, what would it be?
Barriers to Your Students’ Progress:
• Is there a topic in your class that a significant number of
students get stuck on, and fail to progress beyond?
What Students Will Do In the Future:
• Which topic from your class would, if deeply understood,
best serve the interests of your students in future studies or
in their lives outside school?
59

Activity No. 4 (15 Minutes)
60
QR Code:
http://bit.do/SAMRact4batch8

Substitution, augmentation, modification and redifinition

More Related Content

What's hot (20)

Similar to Substitution, augmentation, modification and redifinition (20)

More from Ecestz Estuista (20)

Recently uploaded (20)

Substitution, augmentation, modification and redifinition

Editor's Notes