| A | B | C | D | E | ||
|---|---|---|---|---|---|---|
1 | © Canvas Certified Educator Program. Not for use or reproduction without express written permission | ENHANCEMENT | TRANSFORMATION | |||
2 | SAMR Levels | Substitution | Augmentation | Modification | Redefinition | |
3 | Bloom's Correlations | remember, define, list, recall, identify, label, locate | apply, understand, explain, solve, contrast, choose, show, report | evaluate, analyze, apply, categorize, connect, conclude, infer, distinguish | create, evaluate, design, invent, assemble, modify, organize, collaborate | |
4 | Assignments | Assignments completed online are just like the paper versions that were previously completed in class, such as worksheets or quizzes. | Students digitally submit assignments, and can choose to resubmit an assignment. | Assignments provide students with choices for how to demonstrate their learning (presentation, audio recording, infographic, etc) by accepting several submission types (URL, file, offline, etc.). | Assignments are used to differentiate instruction. This could mean some students have different assignments, due dates, questions, scoring guides, etc., than others. It could mean some students submit an audio file instead of a text file. It could also mean providing scaffolding or support in the form of audio recordings of readings, video tutorials, lower lexile level readings, etc. | |
5 | ||||||
6 | ||||||
7 | Discussions | In a discussion, students respond to a question or prompt posed by instructor, but there is no peer interaction. | In a discussion, students respond to a question or prompt from the instructor and also reply to posts from peers. | A scoring guide is used to provide students with feedback on their participation in the discussion, which includes both posts and replies to other students. The feedback can come from the teacher or from other students (utilizing the peer review feature). | Discussions are student-driven. This might mean students generate original discussion questions or prompts to which other students respond, use discussions as a back channel, collaborate with other students on an assignment, or seek or provide help to other students. | |
8 | ||||||
9 | ||||||
10 | Pages | Pages are created to provide information in the form of text and images, access to digital textbooks, or a course homepage. | Pages are created to provide multimedia content (video or audio) from various sources such as Khan Academy, YouTube, TED Talks, etc. | The instructor creates original content using Pages and the Rich Text Editor toolbar such as: text, graphics, video tutorials or lessons, audio, embedded slideshows, etc. | Students are given editing rights to certain pages so they may contribute class resources, create notes, participate in a back channel, or collaborate with other students on an assignment. Pages may also be used to differentiate instruction by creating pages to meet the varying needs of students. For example, based on assignment or quiz score, students will be directed to the remediation page or the enrichment page. | |
11 | ||||||
12 | Quizzes | Quizzes are used for pretests, post tests, and summative evaluations. Quizzes may include various question formats such as multiple choice, T/F, short answer, matching, multiple answer, etc. | Quizzes include media such as images, videos, audio, interactive graphs, animations, etc. | Quizzes are used for formative assessment, to provide students with timely, individualized feedback. This might mean students receiving immediate feedback on each question, indicating if their responses were correct. Or it could be questions that provide remediation and enrichment by offering specific feedback on various responses. That feedback might include text, video tutorials, animations, or images to correct misconceptions or explain errors. | Quizzes are used for self-directed learning. Students can choose to take a quiz multiple times, experiencing different questions for the same learning target with each attempt. | |
13 | ||||||