SAMR and Bloom’s

McClanahan, Lydia

SAMR. (n.d.). Retrieved from

Kathy Schrock’s SAMR + Bloom’s article emphasizes the need for teachers to plan and align redefinition tasks with higher order thinking skills as outlined in Bloom’s. She argues that creative tasks outlined in the modification and redefinition levels of SAME  are often limited by the lower order thinking skills on Bloom’s, knowledge and recall.  The higher level tech tasks must  be matched by higher order thinking skills for creation and assessement according to Schrock as indicated by the image above.

Schrock’s article not only helped my understanding of the SAMR model, but it also reminded
me that in creating rigorous instruction, a variety of  tasks, assessments and types of thinking must be considered.   Schrock’s article pushes for a synthesizing of the familiar with what might be considered unfamiliar for many teachers. Introducing technology for some is unfamiliar and Substitution is a comfortable place to stay. Schrock however, helps those of us veterans, who might be used to pen and paper, the traditional, consider how we can use what we know, what we are comfortable with to push towards more innovative, 21st century thinking and instruction.