SAMR Model

Based what I found in Wikipedia, SAMR is an acronym that stands for Substitution, Augmentation, Modification and Redefinition. As instructors integrate technology tools into instruction, the model can be used to determine whether the technology application is enhancing or transforming the learning. The model, created by Dr. Ruben Puentedura, has four levels that explain the increasing impact of the integration from substituting another traditional learning method (such as writing with pen and paper) to creating a completely new learning style (such as students complete and present a team project using global videoconferencing and a virtual classroom).

This is my lesson plan bout Anti-Bullying.

Lesson Plan
Anti-bullying

Topic

Anti-bullying

Aims

·         To raise students’ awareness of the role of bystanders

·         To develop students’ spoken fluency and improve reading skills

·         To develop higher-level critical thinking skills by encouraging students to question their beliefs

·         To celebrate Anti-Bullying Week in Novmber

Age/level

Secondary (13-15 years olds)

Time

45-60  minutes

Materials

·         Before your lesson, you will need to find some videos about the online safety in teenagers from youTube. Below are suggested videos with a creative commons famous youtubers: -          Related to How to stop bullying https://www.youtube.com/watch?v=G8l3dMjdmzc -          Related to causes and effects of bullying https://www.youtube.com/watch?v=6wZ8BQ8vOn0 -          Related to posters about anti-bullying http://oxme.info/cms/life/anti-bullying-posters ·         Beliefs questionnaire ·         Student A worksheet ·         Student B worksheet

Introduction

The lesson can be used for Anti-Bullying Week (13–17 November 2017) or as a stand-alone lesson. In this lesson, students will learn about the problem of bullies and how to behave if you are a bystander. Note that there is no emphasis on victims of bullying, because you may have victims in your own class and it is important to be sensitive about this. The aim is not to point the finger at anyone, but instead to discuss and question our beliefs about what bullying is and how it can be dealt with. Students begin the lesson by discussing their own attitudes towards bullies, bullying and the role of bystanders. Next, they read two texts about bullies and bystanders. Finally, the students return to their original attitudes. They discuss to what extent our attitudes promote or prevent bullying. As a further optional activity, students prepare a poster for an anti-bullying campaign.

Procedure

Before the lesson (5 minutes)	Download the three Worksheets. Make copies. Questionnaire: one copy per pair (or small group) of students. Worksheets A and B: half the students receive a copy of worksheet A and the other half receive a copy of B. Optional materials: Ø  Posters: Anti-Bullying Week http://www.bullying.co.uk/anti-bullying-week/anti-bullying-week-resources/ Ø  Videos and worksheets. I’ve experienced bullying https://learnenglishteens.britishcouncil.org/study-break/video-zone/ive-experienced-bullying
Warmer (5-10 minutes)	Ø  Write the following words on the board:hurt, tease, call names, kick, hit, victim, bystander. Ø  Explain that these words are all related to today’s lesson theme. Askstudents to guess the theme. If necessary, help students with unknownvocabulary (but don’t say the words ‘bully’ or ‘bullying’!). Ø  Students make suggestions about the theme of the lesson. The theme is bullying. Elicit or explain the meaning of bullying (bullying =something mean or hurtful that people do on purpose, again and again, bysomeone who uses power unfairly). Ø  If appropriate, mention that 13–17 November is Anti-Bullying Week.
Questionnaire (15-20 minutes)	Ø  Give each pair or small group of students a copy of the questionnaire. Readthe instructions aloud and point out (a) the expressions on giving opinions/agreeing and disagreeing at the top of the page, and (b) the vocabulary boxat the bottom of the page. Model the first one as an example with the class,but don’t comment on their opinions. Accept all views. Ø  Explain that while students discuss their beliefs about bullying and bullies,they should write honest answers: yes/no. (Remind students there is noright/wrong answer at this stage!) Set a time limit. Ø  Monitor the class. Encourage students to disagree with each other whenappropriate and to explain why they believe something. Ø  Optional: After the activity, invite individual students to tell the class theirresponse to a sentence and their reasons for agreeing or disagreeing.
Reading         ( 15-20 minutes)	Ø  Divide learners into pairs (A and B) and give each learner the appropriate worksheet (Bullying worksheet A or Bullying worksheet B). Explain that they have different texts. They read their text and answer the questions at the top of the page. They can work with another person who has the same worksheet. Explain that they need to understand it well, because after reading they will share their information with another person. Set a time limit. Ø  Tell students to break into groups of four (each group should contain a mix of Student A and Student B students). Tell groups to explain the key points of their text to each other. If helpful, write on the board: ‘What did you learn about bullies/bystanders? Share the main information you learned.’
Discussion (10-15   minutes)	Ø  Background: We’re not always aware of the ways our beliefs influence the choices we make to take a stand against – or ignore – the bullying around us. Example: If we think that bullies are powerful or scary, we do nothing. If we understand why they do it, we might feel more empowered. Ø  Explain to the class that how we think and feel about bullying can make a difference in how we behave. The beliefs in the questionnaire can either promote or prevent bullying. Ø  Write on the board: ‘How did your opinions help bullies? Which opinions would you like to change now?’ Ø  Have students return to the questionnaire (if possible, with a partner). Let them look at their answers again and make changes. Set a time limit. Ø  Optional: Conduct feedback as a whole class. Focus on positive changes that will prevent (not help) bullying.
Speaking ( 5 minutes)	Ø  Show your students the videos and ask them to discuss about online safety. Ø  Briefly feedback as a class. You could also ask students : - What do you think about the video? - What interesting ideas that you see on video?
Writing / further Vocabulary practice (15 – 20 minutes)	Ø  In pairs, ask students look poster or card of either of them at some posters campaigns: http://www.bullying.co.uk/anti-bullying-week/anti-bullying-week-resources/ to write a paragraph how to make it (what the materials they need, the steps) using the vocabulary from the previous stage. Monitor and help students with the language they need. Ø  Put pairs intro groups of four and ask them to reach each other’s paragraphs and comment on both content and the language Ø  Give students a little longer to re-draft and make any changes Ø  At this stage, you could put the paragraphs up on the wall for students to go around and read (this will work better if they have written about different aspects. You could end the lesson here at about 40 – 45 minutes or continue to the groupwork
Group Work (15 – 20 minutes)	Ø  Remind students about posters they looked at early and ask them to work in pairs or small groups to classify the eight tips from the most useful to the least useful. Explain that they can include more than one tip in any position. Ø  Elicit ideas for other tips for online safety. Encourage all pairs or group to make at least one suggestion.To finish, let Ø  students present their ideas to either another pair or group or to the class