Here’s what I’ve done that’s new and different in my guidance lessons. I should also mention that these changes are not revolutionary. Changes I’m trying are tiny steps that others might not notice, but for me they’re significant.
Just like I was able to place myself on Bloom’s Taxonomy Digitally, I could do the same on The SAMR Model. Placing myself on a chart comforts me. It is like being validated that you are at least a part of the norm worthy of a chart.
After reading How to Lose All Your Friends by Nancy Carlson, grade 2 kids had to come up with their own friendship rule, and illustrate that. For the first time, I let the kids choose between drawing on paper or using Kid Pix. Since we only have five desktops in the classroom, we had to draw sticks for which kids could use the computer. I also gave them a choice about using the computer or not once their name was picked.
I’d assumed everyone would jump at the opportunity to use the computer, but my assumption proved wrong. Some kids didn’t chose Kid Pix , and I don’t know why. Preference? Not feeling comfortable enough to use the computer or the program? Do I even need to know the reasons kids choose one medium over the other?
This time I let go of the notion that it’s inequitable for only 5 kids to be able to use the computer. They were totally fine with it. Nobody said “it’s not fair!” I also didn’t come up with all kinds of excuses that things wouldn’t work. Perhaps I trusted the kids more in that class.
The simple act of giving kids a small choice made everyone more engaged in their learning. Without being told to do so, kids were helping and talking with each other about their work. I didn’t have to make anyone do the activity.
This is still doing old things new way, “substitution” stage on The SAMR Model, but I am moving forward little by little.