Sunday, 15 May 2016

SAMR Model

Is SAMR a ladder? Is it a fluid pedagogy? Does it "box in" the learner? Does our teaching encourage multi-modle usage? Do we need all levels of SAMR to access learning and knowledge?

These are all questions that we are discussing today at our SPARK MIT day. 

The SAMR Model

Is the SAMR Model Complete?
However there is discussion around the "missing level" of 'Elimination", where technology is replacing knowledge that is no longer relevant to today's learner. 

(Click on image above for the link to the document)

Learning Dictating Teaching, or Teaching Dictating Learning?
Mark Samberg also raises the question about some "...worrying trends about education districts in the states and their desire to push educators to teach ‘above the line’. He also talks correctly, in my opinion, about where technology is dictating the learning. Technology can, given the right conditions, support educators to create transformational learning experiences..." Link to article

Blooms Taxonomy + SAMR
If the pedagogy behind SAMR is to raise critical thinking and creativity then Allan Carrington has created a Modern Taxonomy Wheel, where he has combined the SAMR model with Blooms Taxonomy.

Is it a Hierarchy of Learning?
Does our learning need to follow a hierarchy of learning?
Some interesting discussions have been had between Rowena Clemence about the idea of a step by step hierarchy vs a fluid idea where children were moving throughout the framework.

Interesting ideas... My thoughts:
  • 'Boxing children in' with a thinking hierarchy is dangerous - children learn in different ways so will also think in different ways
  • Linking in with Blooms Taxonomy is a FANTASTIC idea - taking learning and moving on with it, rather than chucking the baby out with the bathwater, so to speak.
  • Learning is the key, so focusing on finding digital apps that support the TEACHING, rather than just finding an app and moulding it to fit. Technology is an amazing tool to develop and encourage thinking, but needs to be specific to the learning needs of the student. The student needs SHOULD ALWAYS be the centre!

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