Pedagogy Map (Artefact 1)

General Low-end High-end Pedagogy ICT Connections: SAMR

Capabilities Pedagogy Support (Artefact 2)
Critical and Students are Differentiate using Individual learning is
Creative Thinking: explicitly taught information students supported using recording
Pose questions these processes are required to apply of material using online
Identify and clarify using creativity. Different reflective blogs and
information and performance, styles and complexity of journals. This provides
ideas, organise and theory and music for example. students opportunities to
process analysis as Allow students critically and creatively
information, apply opportunities to individualisation by own reflect on themselves. This
logic and rehearse and choice repertoire and format is also useful for
reasoning, consider apply critical and interpretation of connecting to and learning
alternatives, seek creative thinking. repertoire with from bloggers from outside
solutions and put individual justification the classroom in particular
ideas into action, and reasoning. Give areas of interest.
reflect on process students open ended Blogs and online spaces:
questions forcing them Blogger, Wordpress and Wix
to direct their own for example.
learning.
Use of these resources
provides teachers an insight
into how students are
critically and creatively
thinking outside of
assignment writing and class
where students can be
hindered by peers and
nerves. In regard to the
SAMR model these
technologies provides a
Modification level resource
(Schrock, 2013).
Literacy: Provide Differentiate material to Allow students access to
Comprehending opportunities suit individuals prior music theory, terminology
texts through that require knowledge of notated and literacy on line through
reading, viewing, comprehension music (chord chards vs websites, music theory
listening. Listening of musical manuscript). Provide programs, blogs and wikis
and responding to terminology and open ended questions for individual learning
works. Learn notated music that require students to purposes. Websites such as:
specific music with use of think individually and http://www.musictheory.ne
terminology, and explicit make choices and t/.
interpret and instruction. interpretations of
analyse written written and spoken Websites like these allow
music and audio. questions. Provide students different avenues
opportunities for and adaptations for their
students to interpret learning. Individual work as
music individually with well as group activities, self-
written descriptions. paced work versus timed
Provide opportunities work, learning activities as
 for students to use well as assessment. These
music texts to websites have the ability to
collaborate and interact redefine student
with each other. accessibility and learning of
music theory and literacy
reaching the Redefinition
level of the SAMR model
(Schrock, 2013).
Personal and social Provide Support Online shared spaces gives
capability: opportunities for Provide opportunities students opportunities to
Contribute to civil students to for students to develop develop using feedback,
society, become develop self- individuality as well as discussion and contribution
confident, resilient control, resilience collaboration with to provide pathways to
and adaptable, and self-discipline others by use of develop personal and social
make decisions, through supported and capabilities. These spaces
communicate engagement in scaffolded learner- allow individual tasks to be
effectively, class discussion, centeredness. adapted to suit each
negotiate and debating, students requirements for
resolve conflict, planning, Individualisation social requirements.
develop self- decision-making, Provide students
discipline and set collaborative problems that require Not only do online spaces
goals, work learning, and multiple solutions that support students with
independently and engaging in are justifiable through spaces to develop personal
show initiative, learner- research, engagement and social capacities but
become confident, centeredness. and individual they also provide an easy
resilient and Model behaviours experiences. access to information,
adaptable, work students are to opinions and resources
collaboratively, reflect. Complex and Creative through others blogs.
develop leadership Provide learning Problem-solving and conflict
skills experiences that are resolution are far more
complex enough for effectively taught and
students to develop utilized when opinions and
resilience, conflict perspectives have to be
resolution and initiative published in an online
to problem-solve. space. Justification needs to
Provide learning be provided more clearly.
opportunities and tasks Blogs and online spaces:
that are sufficiently Blogger, Wordpress and Wix
complex as to require for example.
independence and
initiative, conflict Blogs enhance a teachers
resolution, and planning awareness and ability to
to meet set goals. assess students personal
and social capabilities. Due
Connected learning to the nature of blogs
Give all students teachers gain an insight into
opportunities to how students interact
develop as leaders and online. Using this
team members by information teachers will
giving responsibility to also allow them to explicitly
individuals with in a teach correct ethics when
 group. This filters into online. This technology
the broader community. redefines a teachers ability
to have insight into a
students online social and
personal capabilities;
Redefinition level (Schrock,
2013)
Ethical Explicitly teach Support Online learning spaces offer
Understanding: ethical decisions Learning experiences students opportunities to
Reason and make using modelling that address ethical indirectly provide teachers
ethical decisions, and understand should be with insight into their
consider interpretation of supported and enforced ethical understanding. The
consequences, modelling. As sensitively. format and nature of online
reflect on ethical ethical decision Differentiation is learning spaces lends the
action, explore making is being required to cater for opportunity for students to
ethical concepts modelled explain individuals previous demonstrate their
and context what is being experiences and discussion methods in a less
modelled. knowledge. formal more personal level.
Through online interaction
Individualisation teachers able to judge
Provide open-ended students abilities to reason
problems aimed to and make ethical decisions,
develop ethical reflect on ethical actions,
capabilities and explore ethical concepts
understanding. Provide within contexts, and
individual ways of hopefully consider
learning by providing consequences for poor
opportunities to source decisions.
and present knowledge This technology gives
in the form of choice. teachers an insight into
students ethical language
Complex and Creative on a now very popular
Provide complex ways platform of communication,
students can reflect online spaces. Previous to
ethical concepts within use of these spaces teachers
contexts in the would rely wholly on
classroom. Differentiate interaction at schools
activities so students between students and other
are able to respond to teachers. When gaining
ethical problems understanding of a students
creatively and ethical practices online
individually. spaces provides a
Modification level
Connected learning technology with reference
Provide opportunities from the SAMR model
for students to (Schrock, 2013).
demonstrate ethical
decision making,
consider consequences,
reflect on ethical
actions, and explore
 ethical concepts.
Explicitly explain how
these behaviours filter
into greater society.
Inter-cultural Understanding of Support Draw connections between
Understanding: cultural identity Support student to specific cultural significance
Students and tradition develop and explore and music using analysis of
understand cultural should be inter-cultural audio and visual material;
identity and embedded and understanding within videos, songs, podcasts, and
tradition, and take modelled across music. Explicitly analyse interviews for example.
responsibility for this curriculum. connections between Provide open ended
securing positive Due to the individual pride in questions specific to
outcomes for multicultural cultural heritage and material and allow students
members of all nature of music music. to interpret individual
cultural groups students need to information derived from
develop inter- Individualisation the technology. The use of
cultural Provide opportunities these technologies to
understanding for students to develop inter-cultural
and should be individually understanding makes for
regularly included demonstrate easy education on relatively
and explicitly responsibility for sensitive topics that would
referenced to securing positive have been previously learnt
within lessons. outcomes for members through books. This use of
of all cultural groups. technology provides a
Modification level resource
Complex and Creative reference to the SAMR
Develop complex model (Schrock, 2013).
activities that require
students to think
creatively when solving
problems regarding
their own
differentiation to all
member of all cultural
groups with justification
and evidence.

Connected learning
Provide connections to
local society to
demonstrate how Inter-
cultural understandings
link to the greater
community with regard
to cultural and non-
cultural music.
References
Schrock, K. (2013). SAMR and Blooms. Retrieved on 21th April, 2017, from

http://www.schrockguide.net/samr.html