Group items tagged

Students’ prior knowledge can help or hinder learning.

How students organize knowledge influences how they learn and apply what they know.

Students’ motivation determines, directs, and sustains what they do to learn.

Dr. Puentedura Blog – Why not read SAMR thoughts from the person who came up with the model. Dr. Puentedura provides important insight, reflections, and ideas. Relating to Blooms – Once again learn from the SAMR creator, Dr. Puentedura, as he  provides this blog posted at Graphite showing relationships to SAMR and Blooms. SAMR Model and 21st Century Skills – Explore an article that allows educators to look at the SAMR Model through the 21st century skill lens. SAMR Model Example – Take a look at some great example relating SAMR to specific examples that educators can relate to. K. Ward SAMR Discussions Example – Read about SAMR as related to online discussion examples. SAMR… Teaching Above the Line – Discover a wonderful article that allows teachers to begin thinking of taking the SAMR steps. Introduction to SAMR Model – Once again Common Sense Media provides an amazing video and information on the SAMR Model. SAMR for Administrators – This is not just for administrators, but for all educators. This post at Edutopia provides some practical ideas for looking at SAMR. Padagogy Wheel – What an amazing creation that takes apps and aligns them to apps… a must visit website to investigate and learn more from.. SAMR and Coffee – This post points out several blogs and videos that try to draw some analogies between coffee and SAMR… it might be your cup of coffee..

Formative assessment emphasizes inclusion. Tracking student learning by capturing student voice is a powerful way to invite all members of the class into the process of learning (Drucker and Holmberg, 2018). Students come into our classrooms with a wide range of backgrounds and prior knowledge. Integrating formative assessment allows these distinctions to surface, prompting a more intentional approach to pedagogy. Understanding student needs can also guide the type of formative assessment chosen for feedback. Data capture can be as simple as an anonymous exit ticket or questionnaire that asks students to reflect on learning. Integrating technology can also be effective, and tools such as Padlet or Miro invite student feedback in playful and creative ways. Our Center has been running a formative assessment initiative which employs student feedback in the form of pre-and-post student surveys, coupled with instructional coaching. Recognizing that faculty may be unsure on how to proceed or even resistant to student feedback (Furtak, 2011), this formative assessment initiative emphasizes the trusting partnership between faculty and instructional designers and allows us to jointly consider pedagogical practices tailored to the needs of a specific class, while modeling the type of co-creation that lies at the heart of student-centered teaching and learning.