SMAR model

 Concept on SMAR model

SAMR model is a framework used to evaluate the integration of technology in education. It was developed by Dr. Ruben Puentedura and stands for Substitution, Augmentation, Modification, and Redefinition. The model provides a way for educators to assess how technology is being used in the classroom and to encourage higher-order thinking skills and more meaningful learning experiences.

Substitution level, technology is used as a direct substitute for a traditional tool, with no functional change. At the Augmentation level, technology provides some functional improvement over the traditional tool. At the Modification level, technology allows for significant redesign of tasks. Finally, at the Redefinition level, technology enables new tasks that were previously inconceivable.

The SAMR model encourages educators to strive for technology integration that goes beyond simply replacing traditional methods with digital tools and instead focuses on how technology can transform and enhance learning experiences.

Lesson plan (SAMR model)

Subject: Mathematics

Topic: transportation

Class: VI

Time: 45 minutes

Teaching learning materials: Power point, Video link, images, digital tools, online worksheet.

ICT model: SAMR model

Previous knowledge: students already how they travel and transport their goods.

Lesson objectives: At the end of the class, student will be able to;

1.  define transportation correctly without referring to the text.

2.  write down at least two advantages and disadvantages of three modes of transportations by their own after the activity.

·      3.  explain three importance of transportation in our daily life after the completion of the lesson 

                       lesson introduction (5 minutes)

→ Since students already know how they travel and transport their goods and services, teacher will recapitulate the lesson by asking questions how they came to school. 

→ show a few images related to transportation. 

Teacher will explain about 

• water transport
• land
• air transport in detail

Lesson development (35 minutes)

Information input

Activity 1(15 minutes)

Instruction: I will divide the students into three groups (Expert Group) by counting the number from 1-3. All the students with same number will be in one group respectively.

Each group will be assigned with the different following topics. [Topics will be given through lucky dip process]

                            I.          Advantage and disadvantage of land transport.

                          II.          Advantage and disadvantage of air transport

                        III.          Advantage and disadvantage of water transport

In a group, you will discuss about the topic you have got. Every member should write down the points. You will be provided A4 size paper each. You will get 4 minutes to complete. Whoever group completes before time, you will get another task.

https://www.youtube.com/watch?v=0wGpSaTzW58

• Display a short video about transportation after the activity to understand more about the topic.
• ask a few questions about what they have understood from the video.

Activity 2

live work sheet

instructions:  Now we will do one activity in a pair with your shoulder partner. Teacher will open the live worksheet on the screen and let the students click on the given link in their computer and write the answers by discussing with your shoulder partner. You can click to the finish button when you complete writing the answer and it will automatically provide you with your scores. Your time starts now. You are provided with 10 minutes to complete this task. 

https://www.liveworksheets.com/w/en/english-second-language-esl/2062900

link on live work sheet

Follow up activities (5minutes)

check their answers

give them feedback and make necessary changes

lesson closure ( 5 minutes)

Sing a rhyme about transportation to make them more energic. 

Give some home howe from the textbook.

TPACK model

Concept on TPACK model

What is TPACK model? 

Technological Pedagogical Content Knowledge, or TPACK for short, is a framework used in education to comprehend and integrate the three domains of knowledge required for successful technology-enhanced instruction. It was created in 2006 by Punya Mishra and Matthew Koehler and emphasizes the interaction between three different kinds of knowledge:

1. Technological Knowledge (TK): it is the knowledge of using technology, such as knowing how to efficiently use digital tools, software, and devices.

2. Pedagogical Knowledge (PK): This refers to the comprehension of the fundamentals and techniques of education. It involves knowing how children learn best as well as instructional strategies, classroom management tactics, and evaluation procedures. 

3. Content Knowledge (CK): This refers to knowledge about the subject matter that is being instructed. Within a particular field or topic, it encompasses the understanding of ideas, theories, principles, and facts.

• For the further information about TPACK model, watch the video given below.

After learning TPACK model, I found it as a very useful tool in teaching and learning because it has lots of benefits such as:  

1. Enhanced Engagement: Teachers can provide students with more dynamic and interesting learning opportunities by skillfully using technology into their lessons. Technology can be utilized to promote student engagement by presenting content in multimedia formats, incorporating interactive exercises and simulations, and offering chances for collaborative learning.

 
2. Personalized Learning: Teachers are encouraged by TPACK to use technology to meet the needs and preferences of various learners by differentiating their instruction. With the aid of individualized learning pathways, adaptive learning platforms, and a wealth of digital resources, students can receive education that is specifically catered to their unique learning preferences, areas of strength, and weaknesses.

3. Increased Resource Access: In addition to traditional textbooks and classroom supplies, technology gives students access to a wide range of information. Using the TPACK approach, teachers can take advantage of digital technologies and online resources to enhance instruction, give students more practice opportunities, and expose them to real-world applications and examples of the material they are learning.

4. Promotion of 21st-Century Skills: The TPACK model places a strong emphasis on the acquisition of digital literacy as well as 21st-century abilities including creativity, critical thinking, communication, teamwork, and digital citizenship. Through the use of technology into the educational process, students can acquire these vital abilities that are necessary for thriving in the modern digital environment.

By using TPACK model, I have planned a lesson on waste management by integrating some of the technological skill to meet the needs for all the different types of learners in the class. 

lesson plan

Teacher name: Namgay Wangmo

Subject: Social Studies

Topic: waste management

Class: V

Time:45 minutes

Teaching learning Materials

• Video link

• Images

• TPACK model

• Worksheet

• Textbook

Teaching method: cooperative based learning

Lesson objectives: by the end of the lesson, students will be able to 

• differentiate degradable and non- degradable waste correctly of their own after the activity

• write down at least three importance of managing waste properly without referring to the textbook.

• apply the concept correctly in their daily life after the discussion in the class.

Lesson introduction(5minutes)

Good morning class. How are you feeling today? Are you all ready for the class? Teacher will ask do you like junk food. After eating  maggies, chips and juices where did you throw the wrappers? Did you know that throwing plastics everywhere is making our surroundings dirty and looks so messy. So, to get a little idea on how to reduce, reuse, refuse and recycle the waste, we will watch a short clip.

https://youtu.be/4JDGFNoY-rQ

General Instruction

Alright, anyone can guess what we are going to learn today. Teacher will restate their guesses by introducing the topic. Today we are going to learn about waste and waste management. By the end of the lesson I want you all to differentiate two types of waste, segregate two types of waste and share the importance of waste management. In this session we will do two activities that are firstly pair work, in which you will do an online worksheet and then after that we will do a short quiz in a group activity.

Checking of instructions: let one of the students volunteer and share what we are supposed to do in this class. 

Lesson Development (10 minutes)  

Teaching method-cooperative based learning 

Gain attention

Okay students, what do you understand by the waste means? (expected answer: unwanted things) yes that's excellent! Teacher will write the definition of waste on the board and let the students copy it along with the teacher. Teacher will explain the definition by giving examples such as degradable waste such as food, vegetables, and papers and non-degradable waste such as bottles, plastics, metals and glasses.in order to understand more the teacher will show some images of different types of waste.

 

images of different types of waste

Learning Activity 1 (pair work)

Link of live worksheet

https://www.liveworksheets.com/w/en/social-science/1068794

Activity Instructions:

Now we will do one activity in a pair with your shoulder partner. Teacher will open the live worksheet on the screen and let the students click on the given link in their computer and write the answers by discussing with your shoulder partner. You can click to the finish button when you complete writing the answer and it will automatically provide you with your scores. Your time starts now. You are provided with 10 minutes to complete this task. 

Follow up activity

After the activity, the teacher will let each pair write their answers to the given table.

Fill the table with correct answers by going through the questions at the live worksheet.

Question no.	Answers
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Lesson closure (10 minutes)

To close a lesson, the teacher will conduct a short quiz in a group.

Promoting Digital Citizenship

 Self- Introspection

-Concept of digital citizenship

 

• Digital citizenship refers to the responsible and ethical use of technology, particularly the internet a social media platform. It encompasses a wide range of behaviors and attitudes that individuals should adopt when engaging with online content and interacting with others in the digital field
• There are nine elements of digital citizenship, as outlined by Mike Ribble, are:

1. Digital Access: Ensuring that all individuals have access to technology and digital resources.
2. Digital Commerce: understanding the responsible use of the online buying and selling.
3. Digital communication: using technology to communicate effectively and respectfully.
4. Digital literacy: developing the skills and knowledge to effectively navigate and evaluate digital information.
5. Digital Etiquette: Practicing appropriate behavior and manners in online interactions.
6. Digital law: understanding and following the laws and regulations that govern the online behavior. 
7. Digital Rights and responsibilities: respecting the rights of others while also understanding one's own rights and responsibilities in the digital world.
8. Digital Health and Wellness: maintaining a healthy balance between online and offline activities, as well as understanding the potential impact of technology on mental and physical well-being.
9. Digital Security: Protecting personals information and devices from online threats and risks.

Q. As digital citizenship in the country, what is role of the teacher in digital citizenship

• Teachers play a crucial in promoting digital citizenship among students in the country. Some key responsibilities of teachers in fostering digital citizenship include; 

1. Educating students about the importance of responsible and ethical behavior online.
2. Teaching students how to navigate the digital world safely and effectively, including all the nine elements of good citizenship citizen.
3. Modeling positive digital behavior and demonstrating good digital etiquette in their own interactions.
4. Incorporating lessons on digital citizenship into the curriculum across various subject areas.
5.  Encouraging critical thinking and media literacy skills to help students evaluate online content. 
6. Keeping up to date with the latest trends and issues in in technology to better support students in their digital learning journey.
   
   
   
   

Q. What digital rights and responsibilities you as a teacher should carry out in the society, community and world?

• As a teacher we have significant influence on shaping students' understanding of digital rights and responsibilities in the society, the community, and the world. Some important points that we should carry out include:

1. Promoting and upholding the right to privacy: Educate students about the importance of protecting their personal information online and respecting the privacy of others. teach them how to use privacy settings on social media platforms and other online tools.
2. Advocating for freedom of expression; encourage students to express themselves online in a respectful and responsible manner. Teach them about the power of their words and the impact they can have on others.
3. Fostering digital literacy and critical thinking; help students develop the skills to evaluate online information critically, distinguish between reliable and unreliable sources, and navigate digital content effectively.
4. addressing cyberbullying and online harassment: Create a safe and inclusive online environment for students by teaching them about the consequences of cyberbullying and promoting positive online behavior.
5.  Collaborating with parents, colleagues, and other stakeholders: Work together with parents, fellow educators, policymakers, and community members to promote digital rights and responsibilities in education and beyond.
   
   
   
   

Middle level ICT integration

                                               Middle level ICT integration

Today we were oriented using PhET stimulation (physics Education Technology). The results from the study suggest that the PhET stimulation-based learning provides visualizations and teaching aids that help easily understand content knowledge, hence improving student's academic achievement and motivation levels.

This is the logo of PhET simulation, and it is founded in 2002 by Nobel Laureate Carl Wieman, at the university of Colorado Boulder as free interactive math and science stimulation. The stimulation works through the use of intuitive stimulation software to create a visual mock-up of a process. This visual stimulation should include details of timings, rules, resources and constraints, to accurately reflect the real-world process. 

With the help of PhET simulations, users may run experiments, change variables, and see the results instantly in a virtual environment. Through active engagement with complicated concepts, this hands-on approach to learning enables students to gain a deeper grasp of them. Teachers all across the world use the simulations, which are publicly accessible online, to boost student learning, support inquiry-based learning, and supplement conventional teaching techniques. Because of its intuitive and user-friendly design, learners of all ages and skill levels can utilize them.

In today's class we learned about how to do Practical on Circuit Construction which gives us amazing results. It is really a engaging activity which doesn't need any physical movement and materials. This activity easily captures learners' curiosity and helps in keep them focused and active all the time.

                     1.     For 1 bulb

Voltage: 18v

Current: 1.8 A

Number of wires: 4 wires

Number of battery cells: 2 cells. 

 Image of circuit construction 

The above image shows that the construction of circuit using one bulb, four wires and two battery cells and the voltage is 18V and current is 1.8 A.   It is very easy to do and very less time consuming compared to the real practical activity. unlike real practical, we don't have to collect any materials and wait until everything is ready. It gives immediate feedback and results where we can change at the same time if it doesn't work. 

Advantages of PhET stimulation

PhET simulations provide a platform for students to visualize abstract concepts and phenomena that may be difficult to grasp through traditional teaching methods. By interacting with the simulations, students can develop a deeper conceptual understanding of complex scientific principles. It also provides a platform for students to visualize abstract concepts and phenomena that may be difficult to grasp through traditional teaching methods. By interacting with the simulations, students can develop a deeper conceptual understanding of complex scientific principles.

PhET simulations can be adapted to meet the needs of diverse learners. Educators can modify simulation parameters, provide scaffolding, and offer guidance tailored to individual student abilities and learning styles. It allows students to explore scientific concepts in a safe and risk-free virtual environment. This eliminates the need for expensive laboratory equipment and reduces potential safety hazards associated with hands-on experiments.

PhET simulations offer immediate feedback to students, allowing them to assess their understanding and adjust their approach as needed. Educators can also use simulation-based activities to assess student learning and track progress over time. PhET simulations cover a wide range of scientific topics, making them suitable for use in various disciplines, including physics, chemistry, biology, earth science, and mathematics. This cross-disciplinary approach promotes integrated learning and encourages connections between different areas of study.

1. Designing ICT lesson planning using PhET simulations using the middle level of ICT integration.

Activity 1. Finding series of energy transformations for different appliances.

Lesson plan 1

Subject: Science Strength: 20

Class Five Time 30 minutes

Topic energy Transfer

Teaching learning materials: Laptop

: Projector

Lesson Objectives

by the end of the lesson, students should be able to

• define the energy transfer on their own after watching the simulation of energy transformation.
• Write some examples of energy transformation correctly after watching the simulation.
• appreciate some of the day-to-day appliances that we use to get from the energy transformation.

Lesson introduction

Exchange of greetings

Teacher should do an attention grabber to start

• Ask some volunteers to show some of the energy that we saw in and around the class. (Expected answer: bulb, fan)
• Ask how and from where those energies are produced?
• Let them share their opinion and reassure students that we are going to learn about the energy transformation.

Lesson development.

Gaining the students attention.

Introduce the different types of energy including chemical, light, heat, kinetic, potential and mechanical energy with example. In order to let the students understand how the energy is transformed, show the simulation of the lighting of the bulb from sun energy. Activity name: think-pair-share. Let students make pairs on their own. Randomly, provide a sheet of different appliances names like

●       fan,

●      moving car,

●      pulling arrows etc..

After they finish thinking about the answer, they should share their answer to their pair and refine their understanding.

checking understanding.

Let the one student to retell the instruction and if the cant, teacher should retell the instructions in simple and clear.

Monitoring.

While the students are sharing their understanding, I will provide the hint to facilitate the learning.

Follow up activity.

Let one student from a pair come in front of the class and share their understanding about how those things work when different energies are transformed to one energy. I will provide the answer to the class if they made a mistake.

Extended learning activity.

If they finish the task early, I will provide reading materials on that topic.

Lesson closure. Teachers should let the volunteer students tell what they have understood from the lesson.