CONT933 Module 2 Culminating Task – Melanie Cole

PART 1: Reflect on the SAMR Model

Think about a lesson that you’ve created or that you will create in the near future.

If you could use a technology tool to further the learning of your student, what would it look like? Sound
like? Feel like … for the student and for you?

When and how could you move that lesson to the next level of learning?

Activity Name: May the Odds be Ever in Your Favour

Grade Level(s): Grade 6/7
Curriculum Content (Mathematics): Experimental Probability
Curriculum Content (Technology): Visual Representations of Data
Level on SAMR Model: Augmentation

Description of Original Activity (point-form or sentences):

1. Student rolled their dice sets of 2 – 6 sided die and recorded their results first on
paper, then took a picture with their Ipads and uploaded the picture to the Smart
Technologies Online class with their results. This automatically tags the kids names.
2. Students chose which rule to apply (which shows on their post (roll a 1 & a 2, roll
doubles of any kind, roll odd doubles…they could choose any possible outcome but
they had to write down the probability and show to the teacher before they could
proceed, this probability was not part of the post.
3. Students had to comment on three fellow students post with comments of ‘better
luck next time! Or ‘you’re so lucky! And other prevetted and brainstormed on the
whiteboard appropriate comments.

© Continuing Teacher Education, Queen’s University, 2020

PART 2: Now re-create part of the lesson (from Part 1) to reflect a change on the SAMR Model:

Curriculum Content (Mathematics): Experimental Probability

Curriculum Content (Technology): Visual Representation of Data/Visual Programming using Scratch

NEW Level on SAMR: Modification

Description of New Activity (point-form or sentences):

1. Students play the physical game and discuss their results. Are the odds ever in
your favour?
2. Going to stage 4 of the dice game creation in scratch (Teacher has ready copies
of where 1-3 has already been done.
3. Students figure out their ‘win’ criteria
4. Program their game to count, compare and show a win’ (the sprites can jump up
and down or something fun, fireworks their choice.)
5. That’s great that we won but are the odds ever in our favour? Discussion – how
the games have different rules for winning (win criteria). How can we solve this?
Hint we are know when we ‘win’ because we are comparing our rules to win
variables that we programmed with our results.
6. This could be as simple as simply showing onscreen a fixed probability number.
For example Probability = 1/6 for rolling doubles onscreen or students can
compare results vs probability using the variables and then triggers to show that
onscreen. Students brainstorm ideas of what they want to show, teacher
supports how to do that in Scratch.
7. Teacher shows how to do this depending on the students level programming
experience. From the students to meet our math outcomes we are looking for do
they know how to decide if they’ve beat the odds? For our programming
outcomes we are looking at do the students understand that they need to show
the probability and compare it to their results (manually or in the program) to
decide? Lower level students. For more advanced students/older students etc
they could go as far as to program that compare of probability to results and then
trigger a response in the system to show the game player that the odds are ‘ever
in their favour” or not.

This link is to section 5 of the series that goes as far as counting the dice. There are multiple way that
students can figure out how to show the game player that they’ve beaten the odds or not.

LInk To Tutorial -

© Continuing Teacher Education, Queen’s University, 2020

 SAMR Model

Class Task Substitution Augmentation Modification Redefinition

Note taking Notes taken using Students choose All students use Teachers have
IOS Notes their own notes Notability for all access to all
app notes student’s notes
Research Using Safari to Bookmark and Download and Collaborative
copy and paste share notes using annotate with Mindmaps
information the share button Notability

Presentation Make a keynote Demonstrate Combine audio, Nearpod

presentation on understanding video, and text in Presentation
the iPad with Explain Movie
Everything Presentation
File sharing Sent by email Shared Dropbox Showbie iTunes U
every lesson folder

Reading Open PDF from Use dictionary Annotating Interactive iBooks

email and search documents in
document Notability and
iBooks
Assessment Google form test Google form test Creative projects Creative
with automatic with Strip assignments with
marking script Designer, audio feedback in
Showme, and Showbie
iMovie

How did you use the SAMR model to enhance this activity? (write a short paragraph)
I knew that I wanted to go higher on the SAMR model because higher means getting away from digital
paper and into a more value -added proposition and up to a higher order thinking level as well. I tried to
use the model to push myself creatively into really leveraging what the technology offers us in the way
of learning opportunities, using it as a reflection and evaluation tool for my ideas. For this activity, I
chose to really get to what the dice were doing and how to get students into really focussing on the
random yet predictable aspects of probability This enables students to look deeper into those
probability vs event interactions. The programming language supports the math language with using
objects like variables, and actions that you choose ‘random’ to make happen, just like the real - life dice
game. Further technology integration is now possible as is all of the design thinking elements of
ideating/creating/testing etc. The challenging part for me was not straying too far into the technology
outcome goals but staying focussed on a balance with teaching mathematics with technology and not
letting the mathematics learning become overshadowed. All in all I think the SAMR model does help me
to focus on the pedagogy and not just throw in a tool to dress up an activity but to evaluation
systematically how I can transform the learning.

© Continuing Teacher Education, Queen’s University, 2020