S.A.M.R. model

The S.A.M.R. model is one that is, in a way, measuring the amount of technology growth in the classroom. It is a 4 step process that can change the classroom and its' immersion in the technological world. These steps are:


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Substitution: technology acts as a direct tool substitute, with no functional change.

Augmentation: technology acts as a direct tool substitute, with functional improvement.

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Modification: technology allows for significant task redesign.

Redefinition: technology allows for the creation of new tasks, previously inconceivable.

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The first two levels are more for enhancement of the information taught and working on. Substitution is the beginning step with the lowest level of change. For example, rather than writing a paper with pen and paper, the student types the paper out on a computer. There is no functional change and the computer is used as a direct substitution for pen and paper. The next step is augmentation. The student should type the paper up and use some graphics to go along with what they are talking about. Also, they are able to use spell check and word count in order to track their writing.


The next two steps are for transformation of this learning material. The third level is one of the harder transitions. Most teachers don't usually make it to modification stage because it takes more planning and preparation. But for this stage, students could present their paper with an audio version of themselves, or another, reading their paper. In this, they can also provide the listener with a background soundtrack and a visual presentation to go along with their essay. The last stage is one of the most difficult to reach. Redefinition is the total creation of a new task. This includes functional improvement, meaning it also stretches the mind and allows for creativity to flow within the student. This challenges the child to improve the overall function of the task they are doing. This could mean the child creates a video and gets in contact with an important figure in their paper. For instance, if writing about the Holocaust, through means of communication nowadays, the student could get in contact with a survivor and interview them. This could be made into a documentary and research can be more extensive in visiting museums and getting a deeper understanding of how this event impacted the world and its inhabitants.


Upon further researching, this cite provides teaching of the S.A.M.R. model through examples. These are helpful in transforming all parts of the classroom, rather than just the essay writing part we find it easiest to focus on.


Much love,

Brittany Kertesz

CBI Unit Plans

Over the past week and a half, our class has been mainly focusing on making our unit plans. This process started at the very beginning of the semester with teaching us how to recognize and then create concepts of our own. Then we moved forward to generalizations and relating multiple concepts to generalizations. Wow this was challenging, but it has slowly developed and taken our learning and teaching to a whole new level. The best part about learning how to teach concepts is that it doesn't just effect teaching social studies, but it can impact how we teach all subjects. Concept based teaching is a good way of incorporating different subjects together and making a teacher's instruction well rounded.

For my unit plan, my two concepts are leadership and change. The overarching generalization is what makes sense with all the strands of social studies and the standards chosen. Then, each strand and standard has its own generalization that relates to the big theme. This type of teaching requires out of the box thinking and challenges the teacher to find how all of these subjects come together. It is difficult when we first started out, but now that I see what this looks like, it has become easier for me. Not easy, but easier.

I found a link that directed me to a a website with many different unit plan ideas with objectives and activities. These are typically for older students, but it got me thinking about what was doable for elementary school students too. Accidents are the leading cause in deaths for children in elementary school. This means these things could have been prevented. In order to teach about how to be safe from accidents such as bike accidents, car accidents, or simple careless mistakes, children could be given the task of completing a scavenger hunt. At each station, this scavenger hunt can include facts and teachings of how to lookout for these kinds of things and how to best prepare for if these events happen. And relating all of this to social studies, standard 3.C&G.2 is understanding how citizens participate in their communities. I'm already creating this is my head to do for my classroom!

From talking about my unit plan in motion right now and researching a little about future plans for my classroom, I get very excited about concept based teaching and showing my kids that learning can be fun and enriching!

References:
http://marylandlearninglinks.org/11190

Much love,
Brittany Kertesz

Performance Tasks

First of all, I have been learning about assessments of learning versus assessments for learning. The reading of both of these phrases are so similar, but have grand differences in meanings. Assessments for learning are formative assessments. This is used for teaching in order for the students to learn more during the process of learning as opposed to summative assessments. Summative tests are assessments of learning and are taken after learning has already occurred. Formative assessment is used in order for the teacher to adjust her teachings and understand how the students are learning and summative is used for the end of a learning period. 

After recognizing the differences between those two, we then learned about assessments within concept based instruction. Again, learning experiences are a type of formative assessment, done within the lesson. Performance tasks are an example of summative assessment, performing the task learned. Learning experiences show what the student don't know while there is still time to fix it and performance tasks are for when the student is ready for individual practice and independence.

Expanding a little more on performance tasks, I recognize that performance tasks are what my students know and can do and need to be authentic to student learning. This means, learning and the end all form of assessment need to go hand in hand. These tasks allow the students to demonstrate what they have learned and show mastery of the subject, skill, concept, or content being taught. Student reflection is vital to a performance task. It is important that students understand what is expected of them and what can be improved on. 

BUT, before this performance task is given to the students, is this test valid? A valid test needs to be reliable and in sync with what is being taught. Authentic tasks should be anchored in GRASPS. This is one way to assure that the assessment is fair and will be effective in assessing students as well as showing a true growth in students. This is what GRASPS looks like:

I had a very difficult time wading through the articles I found online. Many were not very helpful and from the sounds of it, I'm not quite sure these publishers know what performance tasks are. The 3rd link that I referenced has many examples of great performance tasks. There are a few that are questionable suggestions, such as any of the worksheets, but there are also some good opportunities here as well, such as mywritesmart. It is an interactive online writing and performance assessment program that includes a variety of tools to help write and publish writings. This website can help students to use technology as well as show off new writing techniques. 

One problem I found with this reference was that it only really suggested writing as a performance task. When talking in class, we found that even a task such as making a video could show better mastery of a skill. So when in doubt, GRASPS it out and make the assessment interactive and interesting for the student.

References: 

https://daranelsonseducationblog.wordpress.com/resources/

https://www.michigan.gov/documents/MI_Auth_12350_7.AssmtMan.pdf

http://www.hmhco.com/shop/education-curriculum/reading/core-reading-programs/journeys/features/assessments-and-performance-tasks

Much love, 

Brittany Kertesz

Generalizations.

Last week we learned about concepts. This idea was new to most of us and some of us had a difficulty grasping what exactly it is. This week, we got the opportunity extend out knowledge of concepts, but take it one step further, and learn about generalizations. To begin with, generalizations are built by two or more concepts. Concepts are built by two or more topics. Topics are built by multiple facts. SO, with that being said, facts are still being taught, but the teaching and learning are taken to a new level. This level may include life lessons and a broader scope of relating learning to past experiences in the student's life.

I feel confident about this big, new word. To me, it feels like some sort of game. I feel like I get to try different patterns to make concepts fit together. One of the most confusing parts of it all was just making a logical sentence. With the knowledge that there is a qualifier, it helps make even the narrowest of statements true. Also, I find it fun to put weird concepts together and make them work. You can put almost any 2 concepts together and form a generalization, if one can simply find the dynamic that makes them fit together.

Our class completed an activity where we had to work together to find implicit and explicit concepts within a given standard. Then we were instructed to form a generalization that fits with the mixed and matched concepts. This activity was right down my alley, It helped me think and put my thoughts down on Google Docs page. Not only was I taking a risk in putting my ideas and thoughts out there for the class to see, but I was able to gain feedback from my fellow students and my professor on my direction.

An article titled "The Importance of Generalizations in Social Studies" made this statement:

"...generalizations are a logical step in teaching kids to think critically about what they know and transferring that knowledge to a variety of topics within the social studies."

This is an intriguing statement that inspires me to try and relate this topic to a diverse group of learners. This means, do not assume that every child has experienced the same things, because they may or may not ave been privileged enough to do what you have thought.

The same article made another statement that I absolutely adored:

"Not only does a focus on generalizations have the promise to enhance vibrancy of classes and student interest, but it also has the potential to raise test scores through enhanced understandings of the content and improve the development of citizenship skills and dispositions."

Teachers, administrators, and parents are all so worried about test scores, they are unable to see what can actually be helpful. The teaching of these generalizations develop citizenship skills and dispositions that they may have for the rest of their life. 

And it all starts with you and me. 

References: https://researchtopractice.wordpress.com/2010/04/25/the-importance-of-generalizations-in-social-studies/

Much love,
Brittany Kertesz

New Revised Bloom's Taxonomy.

This week in my social studies methods class, we were able to work together to put certain verbs under each of the levels of Bloom's taxonomy. We were given words such as exemplifying, classifying, and producing and had to order them correctly under the 6 major categories. This required our critical thinking skills to be pushed, our process of elimination game strong, and our communication with one another to be very open. When one of us thought a word belonged in one category, our classmates might of thought it belonged somewhere else. This task was confusing, but definitely allowed us to process these verbs and stretch our brains. Many times I would try to explain a definition in my own words to the class and I found it difficult to do so. This activity was very helpful in my learning and my communication skills.

Upon further investigation of the New Revised Bloom's Taxonomy, I found an article that looked almost exactly like Dr. Parker's examples he showed us. It reaffirmed my learning and gave me ways to unpack these categories to further their meaning. Also, this document gave me activities to do with students in order to heighten their level of learning as well. For example, if I wanted the students to understand the material being taught, I could instruct them to make a cartoon strip showing the sequence of events or make a coloring book. Not only does this pdf give activities and products to do with students, but it also gives a teacher ways to assess the students. I look forward to using models and cites like these in my classroom.


Much love,
Brittany Kertesz

What a week.

It is so hard to believe that we are already in our 3rd week of classes. This class has flown by and I have learned so much from these meetings, it's hard to believe we are still capable of this much. Also, from this week of school, I have learned how heavily we rely on the internet. I was talking to someone on the way to class and they said "internet: you can't live with it, you can't live without it." And I agreed very much with this.


But through this class, I have learned, well honestly, I am still learning, that this is not the mindset I can have with new anything. Our world relies heavily on the internet and technology and to be so intimidated by it will get me nowhere at all. And children can sense fear. I don't know how, but they can see it in a person and if a teacher is at the front of the class showing such a distaste for "new things," it can't be helpful for the students' learning. Rather than show a dislike for change, learn to welcome it and show that it can be effective and helpful. After all, these children will go through many transitioning periods in their life and giving them a model of how to deal with "new" is a great way of teaching.
In the article I found ("Social Studies Strategies: How to Develop Concepts") I read about the breakdown of concept based instruction. I got the "what, why, when and how" of this teaching and developed a better understanding of what it looks like in the classroom and how to implement it. Concepts are used to cluster information to better link facts and generalization. I also learned the difference between concrete and defined concepts. Concrete concepts are ones that students can see. For example, a mountain range or a family. A defined concept is abstract and usually requires a little more imagination. For example, freedom, citizenship, or justice.

But even after reading this article, I learned that the actual implementation of this concept based teaching is typically more difficult. I interviewed one of my prior elementary school teachers, and I found that concept based instruction is rarely practiced. Due to testing demands, even in second grade, my teacher finds it very trying to teach concepts when tests seem to demand traditional teaching. According to her, teaching topics and facts is the only way children will get good test scores. After I learned this, I grew a little frustrated at the education system, once again. For now, I just pray it gets a little better before I get into the schools. But even if it remains the same, I hope to teach children in a way that actually makes sense to them. I hope that I can help make a difference in their many years of schooling and show them the lessons taken from social studies, rather than just demand facts.

References:
http://www.saisd.net/admin/curric/sstudies/gopdf/howto_conceptdev.pdf

Much love,
Brittany Kertesz

My Very First.

Learning to be an educator has required a lot of work over the past few years. As a junior, I am even deeper into my studies and am taking 4 classes that deal solely with teaching education. The feelings I have about this profession range from excited to scared, confident to intimidated, but most of all I’m just awed that I am this close to actually being in the classroom. Life is going by very fast and it is awesome to have people who have been here with me in my classes since day one. But I've still got a little while to go.

Social Studies Methods is a class that I have honestly been dreading. History has never been my favorite class, but I have had a recent change of heart when it comes to this subject area and the other 4 strands involved. I have taken my western civilizations classes along with American Century and Global Understanding, and every time I was in one of those classes, I remained stubborn as to not enjoy the material being taught. But over the past few months, while I was in Global Understanding, I found that this “stuff” I was simply memorizing, could actually be useful. And *gasp* actually interesting! Who would have ever thought I would be the one to say something like that?!

On the very first day of class, I could already see how this class was a little bit different. I have only had experience with 2 professors in the education program here at Gardner-Webb, so I was looking forward to a different point of view. In this class, I have been overstimulated to the max. I was not at all expecting to learn so much about technology in this methods course! It has been a very shocking surprise, but a much appreciated one. Even as a student of the 21stcentury, I hardly know how to work computers and different devices. I have learned many websites that I can use for my future classroom as well as ways of teaching.

This class has thus far, been incredibly helpful to my growth and helpful towards some other decisions in my life about school. First of all, a few of the articles I have read for class have been very informative and forced me to think critically about my profession and beliefs about the education system. Not only what I believe about them, but how I could have an impact on the system. Also, I have been thinking about changing my major to become a middle grades teacher since sophomore year and the only problem that was holding me back was what I would specialize in. I've been able to learn over the past year that social studies would be something I would love to teach to middle school kids. It could prove to be difficult, but also, I could show students what I never learned at that age; this information is really interesting!
Here’s to future learning!
Much love,
Brittany Kertesz

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