|Image Source: Wikimedia|
Even the most experienced and mimicked teachers will climb up and down the SAMR ladder to meet different students and goals. Sometimes, substitution is required at the beginning of a new unit and there's nothing wrong with that. Other times, teachers will give the students a vague(ish) task and send them off on their own to collaborate, explore, and determine the best method themselves.
Most teachers start with the S, Substitution. Instead of photocopying worksheets, share them as a Google Doc and let students complete them on a computer. Is this changing the lesson at all? No. Is it changing the delivery? Yes. Therefore, it's substitution at it's simplest form.
One small level up from substitution is A, Augmentation. This is where teachers can start exploring making small changes to their substitutions. A good example of augmentation would be for counting money. Students can copy and paste an infinite number of images of bills and coins to represent values, rather that literally cut and paste photocopied money on paper. This slightly changing the assignment from the original paper version.
When we move to the next level M, Modification, we really start to see changes in the student's learning. Perhaps instead of having students write a research paper, they can create a multi-media presentation including video and music. Modification is where I feel many classrooms are currently located.
To me, R, Redefinition is the great white whale. Is it there? Yes. Will it happen eventually? Yes. Are we there yet? No. Every time I see someone give an example of redefinition, I think to myself that it sound almost identical to modification. A simple example of this where people might say "but we couldn't do that before" is 3D printing. Sure, students couldn't load a computer generated model and print it before but they could still make 3D models using tools such as cardboard and duct tape.
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