*This is a cross post from Moving Up the SAMR Model.*

Ms Ange in Grade 9 Integrated Math I, has taken the challenge of having student create individual blogfolios to reflect on their math learning. As all students in Grade 9 have already created a Google Site Digital Portfolio that is being used in English and Visual Arts, so the students were taught how to link their Math blogfolio directly from the ePortfolio site under "Mathemathics". In this way, all their learning reflections are connected to a central hub.

The challenge in a blogfolio is to create appropriate "labels" that will allow retrieval of posts according to learning goals. The thoughtful creation and use of labels is a great support to reflection, which is a Modification stage on the SAMR model.

In the figure below you will see stages in the use of blogs for learning in Math. Those stages are described in more detailed below with emphasis on "Modification", which is the example described on this post. You can also see our ICT Standards associated with each stage.

**S**

**AMR Augmentation**

If the students were sharing problem solutions on a blog, it would already be a great step as they could learn from each other's problem solving. This type of activity would be under the Augmentation stage of the SAMR Model (see entire model on the figure below). This is because students would be able to add visuals to support explanations and of course make those visible to others, as an augmented approach to solving problems individually. But the idea that is central on a blogfolio ( or ePortfolio) is reflection, which then takes us to the Modification stage as explained below, which is the adopted at the integrated Math I class.

**SAMR**

**Modification**

One step further on posting in a blog is the reflection on learning that not only happens along the way but also happens as students are able to retrieve blog posts under a certain learning goal and evaluate progress according to goals. The definition of labels was a crucial discussion between the teacher and the Academic Tech in order to guarantee labels that would live through all the grades in the HS and that could also link to previous grades.

**Labels for Learning Goals**

The conversation started with my suggestion of the use of Graded's core values, as well as the grade and class name as labels. Then, the teacher explored possible labels to indicate learning progress in Math. After some discussion on how to use main ideas from the Math AERO standards that would add subject related specificity , here are the final labels that covered core values and math specific goals. An initial task for the students was to create a post where all labels were copied from the teacher's template, so the whole class had the same labels to work on during the year:

**Long term learning goals**

The first post created by the students involved their learning goal(s) for Math associated with Graded's Core Values. As they wrote their posts, students also selected the core value labels that corresponded to their goal as shown in the example below:

This is Ms Ange's comment on the students's goal setting exercise on the blog:

**SAMR**

**Redefinition**

At the Redefinition stage, students would get input from experts on their blog posts and also connect with students from different cultures who may see and use mathematics in different ways.

Thank so much for helping me work through this Silvana. I know that we are going to create powerful learning opportunities for my students and I am excited to see how it plays out throughout this year (and beyond!)

ReplyDeleteI am also excited to see how this experience unfolds. Good job!

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