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Samr Model

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Roberto Carreon Bula Jr.
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32 views3 pages

Samr Model

Uploaded by

Roberto Carreon Bula Jr.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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COMMUNICATION SKILLS Dr.

Ruben Puentedura

S
STUDENTS USE A WORD PROCESSOR TO DRAFT A SPEECH OR
PRESENTATION RATHER THAN HANDWRITING IT. THE WORD
PROCESSOR ACTS AS A DIRECT SUBSTITUTE FOR PEN AND PAPER.

Does the technology act as a direct substitution for the task?

A
STUDENTS USE SPELL CHECK, GRAMMAR TOOLS, OR VOICE TYPING
TO HELP REFINE THEIR LANGUAGE AND MAKE COMMUNICATION
CLEARER. THESE TOOLS IMPROVE THEIR DRAFT QUALITY BUT DON’T
CHANGE THE NATURE OF COMMUNICATION ITSELF.

How does new technology improve the task?

M
STUDENTS USE COLLABORATIVE TOOLS (E.G., GOOGLE DOCS OR
MICROSOFT TEAMS) TO WORK TOGETHER ON A PRESENTATION OR
REPORT IN REAL-TIME, DISCUSSING AND REFINING IDEAS AS THEY
GO. THIS FOSTERS TEAM-BASED COMMUNICATION SKILLS AND
PROVIDES IMMEDIATE FEEDBACK.
Does the technology allow for signifacnt changes to the task?

R
STUDENTS CREATE A MULTIMEDIA PROJECT OR DIGITAL STORY INCORPORATING
VIDEO, AUDIO, AND TEXT, PRESENTING THEIR IDEAS TO A GLOBAL AUDIENCE VIA A
PLATFORM LIKE YOUTUBE OR A PODCAST. THEY COULD ALSO USE VIDEO
CONFERENCING TO COLLABORATE WITH STUDENTS FROM OTHER SCHOOLS OR
COUNTRIES, BROADENING THEIR PERSPECTIVES AND PRACTICING INTERCULTURAL
COMMUNICATION.
Is a previously inconceivable task able to be achieved with the
BLENDED TEACHING COMPETENCIES Dr. Ruben Puentedura

S
INSTRUCTORS POST ONLINE QUIZZES THAT STUDENTS COMPLETE
IN PLACE OF TRADITIONAL PAPER QUIZZES. THESE QUIZZES ARE
IDENTICAL IN CONTENT TO PAPER VERSIONS, WITH MINIMAL
CHANGES IN FORMAT OR ENGAGEMENT.

Does the technology act as a direct substitution for the task?

A
TEACHERS USE VIDEO LECTURES WITH EMBEDDED INTERACTIVE
ELEMENTS, LIKE POLLS OR QUIZZES. THESE ADDED ELEMENTS
ENHANCE ENGAGEMENT AND PROVIDE INSTANT FEEDBACK,
OFFERING MORE SUPPORT THAN TRADITIONAL LECTURES.

How does new technology improve the task?

M
EDUCATORS USE BLENDED METHODS TO "FLIP THE CLASSROOM" BY
ASSIGNING VIDEO CONTENT OR READINGS FOR HOMEWORK. THEN,
CLASS TIME IS DEDICATED TO DISCUSSIONS, PROBLEM-SOLVING,
AND COLLABORATIVE ACTIVITIES, ALLOWING FOR DEEPER, ACTIVE
LEARNING.
Does the technology allow for signifacnt changes to the task?

R
EDUCATORS CREATE IMMERSIVE, INTERACTIVE LEARNING EXPERIENCES, SUCH AS
VIRTUAL SIMULATIONS OR AUGMENTED REALITY PROJECTS, ALLOWING STUDENTS TO
ENGAGE IN REAL-WORLD PROBLEM-SOLVING THAT WOULD BE IMPOSSIBLE IN A
TRADITIONAL CLASSROOM ALONE.

Is a previously inconceivable task able to be achieved with the


MOST ESSENTIAL LEARNING COMPETENCIES (MELCS) Dr. Ruben Puentedura

S
STUDENTS USE A CALCULATOR APP ON A TABLET INSTEAD OF A
PHYSICAL CALCULATOR FOR BASIC OPERATIONS OR PROBLEM-
SOLVING.

Does the technology act as a direct substitution for the task?

A
TEACHERS ASSIGN INTERACTIVE MATH ACTIVITIES OR QUIZZES
ONLINE THAT PROVIDE INSTANT FEEDBACK ON PROBLEM-SOLVING
ACCURACY, ALLOWING STUDENTS TO SELF-ASSESS AND
UNDERSTAND MISTAKES RIGHT AWAY.

How does new technology improve the task?

M
STUDENTS WORK ON A MATH PROJECT USING A COLLABORATIVE
TOOL LIKE GOOGLE SHEETS, COLLECTING AND ANALYZING REAL-
WORLD DATA (E.G., STATISTICS ON LOCAL WEATHER PATTERNS) AND
VISUALIZING IT IN GRAPHS. THIS PROJECT APPROACH REDEFINES
HOW DATA AND ANALYSIS SKILLS ARE APPLIED.
Does the technology allow for signifacnt changes to the task?

R
STUDENTS COLLABORATE WITH PEERS FROM OTHER SCHOOLS (POTENTIALLY IN
DIFFERENT COUNTRIES) ON A SHARED MATH CHALLENGE OR PROJECT. THEY USE
VIDEO CONFERENCING AND SHARED ONLINE PLATFORMS TO DISCUSS APPROACHES
TO COMPLEX PROBLEMS, SUCH AS BUDGETING FOR A GLOBAL EVENT OR ANALYZING
DATA FROM MULTIPLE REGIONS.

Is a previously inconceivable task able to be achieved with the

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