Last week I attended a short session with Dr Ruben Puentedura and Dr Damian Bebell. Apologies, my notes here are brief (I was feeling unwell). They certainly provided a little food for thought and inspiration.
Dr Puentedura looked at examples coupling the SAMR Model with Blooms Taxonomy and with Challenge Based Learning. It was easy to see how the SAMR Model fitted well with both. The basic premise is that some aspects of Blooms or CBL fit well with different levels of the SAMR Model – see below.
Redefinition – Evaluating, Creating
Modification – Applying, Analysing, Evaluating
Augmentation – Understanding, Applying
Substitution – Remembering
(Note: Kathy Schrock also refers to this coupling of SAMR and Blooms ref: http://www.schrockguide.net/samr.html)
I will explore the coupling of SAMR with Challenge Based Learning Model further. Dr Puentedura showed examples which explained how this would fit well with SAMR. (Ref re Challenge Based Learning – https://www.apple.com/au/education/docs/CBL_Classroom_Guide_Jan_2011.pdf)
Dr Damian Bebell spoke extensively about the disconnect of traditional assessments and options around other forms of assessment. This is certainly something which educators need to consider as our classrooms and our teaching/learning models are changing. http://edtechteacher.org/using-research-data-to-define-measure-success-live-blog-of-dr-damian-bebell-at-lfl15/
What is success?
How do you know if what you are doing is working?
He discussed that there are valid assessment tools which can measure creativity.
In discussion we considered the importance of engagement, formative feedback, peer assessment.
One particularly useful assessment tool that Dr Bebell referenced was the use of drawings. I liked this idea it is relatively non invasive, and as he pointed out, can provide valid data and poignant feedback. He showed a range of examples e.g. Draw yourself learning in the classroom, draw yourself writing. In these examples we were able to quickly see what learning models might be occurring in a particular learning environment. In some research that Dr Bebell had conducted, using this method, it was interesting to note that in 1:1 device environments about 92% of students referenced using their device for writing while in a shared device environment over 70% referenced using pen and paper.
In our own circumstance we are encouraging teachers to seek feedback from students about their learning experience. Using pictures to provide feedback might be a way to help do this.
Certainly exploring Dr Bebell’s work further may help to inform our own teaching/learning models.