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Tpack planning

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Media and Technology in CCSS
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Tpack planning

  1. 1. Integrating Technology into Teaching and Lesson Planning Prepared by Carla Piper, Ed. D.
  2. 2. What is Teaching? Curriculum - What do you teach? Instruction - How should you teach it? Assessment – • How do you determine if you’ve taught it successfully? • How do you know students learned the academic content? • If learning is not the result, adjust instruction.
  3. 3. What is Curriculum? Experienced Curriculum  “Curriculum is what happens.”  What the student experiences and perceives during the day  Planned or unplanned Planned Curriculum  Planned learning experiences  Know what to teach – CONTENT  Know how to teach it - PEDAGOGY Feeny, Christensen, Moravick
  4. 4. Three Elements of Curriculum “WHO?”  The Learner “WHAT?”  The Content  Subject Matter “HOW?”  The Process of Instruction  Kinds of Planned Learning Opportunities WHO? WHAT? HOW? From “Who Am I in the Lives of Children?” Feeny, Christensen, Moravick
  5. 5. What do we teach? Educational Values Based on Vision of Society What do you believe is worth knowing? What do you know about the learners and their development? What do you know about subject matter content? What are the academic standards that need to be met with this lesson? What is the best way to promote student learning? Feeny, Christensen, Moravick
  6. 6. Instruction Steps to Lesson Planning What academic standard will be met? What are your learning objectives? What is the activity? What is the sequence or timing? What technology will you use, when and why? Who will participate? What is the overall purpose of the lesson? How will you measure student learning?
  7. 7. Planning Instruction What do you need to teach this lesson?  Materials (including digital media)  Space  Time  Resources (including technology/app/device) What do you do? How? When?  Introduction – How do you get them interested?  Procedure – What will you do and say (step-by-step guide)  Closure – How will you help students make a transition to the next activity?
  8. 8. Why Teach with Technology? Do we really need to know how to use technology? What was good enough for me ought to be good enough for my students!
  9. 9. Old School Teacher directed Teacher dispenses knowledge Students work individually Students grouped by ability Students assessed on knowledge of facts Students memorize and test recall Students read and answer questions at the end of the chapter
  10. 10. Traditional Classrooms Every student learns the same materials Teachers use the identical instructional delivery mode Students learn by listening and reading – and very little by doing authentic tasks Lecture based method does not accommodate all learners. Aimed at:  Verbal-linguistic learners  Logical-mathematical learners
  11. 11. New School Students explore Teacher facilitates Students work collaboratively Students grouped heterogeneously Students assessed on performance according to standards - criterion based Students complete authentic tasks Students solve problems and create products
  12. 12. Stage 1: Use technology to do things we can already do but more convenient:  Typing vs. word processing  Calculator vs. spreadsheets Stage 2: Use technology to improve on tasks we already do:  Track student progress  Create more professional looking products How do Teachers Decide to Use New Technologies?
  13. 13. Stage 3: Use technology to do things that were not previously possible Real-time manipulation of data - graphs/charts Professional publishing and graphics Multi-media presentations Instant global communication Help with students who have special needs
  14. 14. Used as a tutor - Student answers questions or solves problems in sequenced learning Used to explore - Student discovers through interactive information, demonstration, or simulation Applied as a tool for accomplishing tasks and expressing creativity Used to communicate - Student retrieves and sends information electronically Classifications of Educational Technologies Barbara Means
  15. 15. Traditional 5-Step Lesson Plan Format 1. Anticipatory Set • “The Hook” to get students interested, curious, motivated. • Setting the stage - providing frame of reference • Scaffolding – tapping in to previous knowledge 2. The Instruction – Step by Step Learning of Concept 3. Guided Practice – Individualized? Drill? 4. Part of Assessment Process 5. Closure – Transition to New Topic
  16. 16. Questions for Planning Lesson with Technology How will you structure your class so students can use this technology effectively? (Classroom Management, Schedule, Time Frame)  Whole class? One computer displayed on LCD or TV?  Computer lab or library?  Cooperative groups?  Small computer learning center?  Work on computer at home?  Mobile device? Is using this technology a good use of instructional time? Will using this technology result in improved student learning? Is there a better way to teach these concepts than through technology?
  17. 17. TPACK Framework: Planning for Technology Integration Technology - Knowledge about certain ways of thinking about, and working with technology, tools and resources. and working with technology can apply to all technology tools and resources. Pedagogy- Teachers’ deep knowledge about the processes and practices or methods of teaching and learning. Content Knowledge - Knowledge of concepts, theories, ideas, organizational frameworks, knowledge of evidence and proof, as well as established practices and approaches toward developing such knowledge (Koehler & Mishra, 2009). http://www.tpack.org/
  18. 18. TPACK Intersections
  19. 19. TPACK Word Cloud
  20. 20. TPACK Activity Types Knowledge Building Activity Types • How will this use of technology build students’ knowledge and understanding of this content, concept, or process? Knowledge Expression Activity Types • How will you determine what students have learned by reviewing their “performances of understanding?” • How will this technology allow students to express their knowledge related to the standards and learning goals of this lesson? • How will the students use this technology to express their divergent knowledge? • Is your use of technology utilizing written, visual, conceptual, product-oriented, or participatory activity types? Resource
  21. 21. TPACK Activity Types Click on Links for Examples Literacy K-6 Secondary English Language Arts Math Music Physical Education Science Social Studies Visual Arts World Languages Additional Resources What are TPACK Activities? Using Technology to Teach English Learners
  22. 22. Writing Measurable Instructional Objectives Learning objectives connect instructional planning with curriculum content as measured by assessment. By participating in this activity students will:  Learn about…?  Gain greater understanding of…?  Practice…?  Develop an awareness of…?  Express understanding of…?  Develop skill in…?  Begin to be able to… How will you measure learning outcomes?
  23. 23. Learning Objectives Must Include: A measurable verb The important condition (if any) under which the performance is to occur and The criterion of acceptable performance. The Magic Triangle Learning Activities Objectives Evaluation
  24. 24. ABCD's of Learning Objectives Audience - Who will be doing the behavior? Behavior - What should the learner be able to do? Condition - Under what conditions do you want the learner to be able to do it? Degree - How well must it be done?
  25. 25. Writing Learning Objectives for your Lesson Plan Audience: The learners  Who is doing the performance? (not the instructor). Behavior (Performance):  What the learner will be able to do?  Can this performance be seen or heard? Condition: The conditions under which the learners must demonstrate their mastery of the objective:  What will the learners be allowed to use?  What won't the learners be allowed to use? Degree (or criterion): Common degrees include: Speed, Accuracy, Quality  HOW WELL the behavior must be done?
  26. 26. Benjamin Bloom Taxonomy of Educational Objectives (1956) Learning outcomes within the cognitive domain  Objectives reflect learner behavior  Hierarchical relationship  Lower to Higher Level Thinking Domains Evaluation Synthesis Analysis Application Comprehension Knowledge
  27. 27. Kinds of Lesson Objectives Cognitive Thought or knowledge Objectives describe: "what the student is able to do" (an observable) Affective Feelings or choices Objectives describe: "how the student chooses to act" Psychomotor Physical skills Objectives describe: "what the student can perform"
  28. 28. Bloom’s Learning Taxonomy Higher order thinking – critical thinking Three overlapping domains  Cognitive – Knowledge, recall, comprehension, analyzing/synthesizing data, problem solving, etc.  Psychomotor – physical skills, fine or gross motor skills, coordination, dexterity  Affective – attitudes of awareness, interest, attention, concern, responsibility, respect, enjoyment, appreciation, motivation
  29. 29. Bloom’s Taxonomy Higher Level Thinking KNOWLEDGE: define, list, name, memorize COMPREHENSION: identify, describe, explain APPLICATION: demonstrate, use, show, teach ANALYSIS: categorize, compare, calculate SYNTHESIS: design, create, prepare, predict EVALUATION: judge, assess, rate, revise
  30. 30. Ask Students to: Know - recall information in original form Comprehend - show understanding Apply - use learning in a new situation Analyze - show s/he can see relationships Synthesize - combine and integrate parts of prior knowledge into a product, plan, or proposal that is new Evaluate - assess and criticize on basis of standards and criteria
  31. 31. Understanding Applying Analyzing Evaluating Creating • Creating – designing, constructing, planning, producing, inventing, devising, making • Evaluating – checking, hypothesizing, critiquing, experimenting, judging, testing, detecting, monitoring • Analyzing – comparing, organizing, deconstructing, attributing, outlining, finding, structuring, integrating • Applying – implementing, carrying out, using, executing • Understanding – interpreting, summarizing, inferring, paraphrasing, classifying, comparing, explaining, exemplifying • Remembering – recognizing, listing, describing, identifying, retrieving, naming, locating, finding Action Verbs from Bloom’s Revised Taxonomy Remembering
  32. 32. Assessment and Reflection Assessment  What will students say or do to show you objectives were met?  What will you collect to show student’s learning (portfolios, observations, work samples, photographs, etc.)  What technology products will students produce that can be used as an assessment? Reflection on your teaching  How will your assessment guide your teaching practice?  What needs to be “re-taught” and how can you teach it differently when assessment demonstrates that some students did not learn the material?  Is there a better way to teach this material?  What will you do differently next time?  How could you extend this activity for another lesson?  Was your instruction effective in promoting student learning?
  33. 33. References TPACK.org - http://www.tpack.org/ TPACK Activity Types - http://activitytypes.wm.edu/ “Pedagogy: A Primer on Education Theory for Technical Professionals” – Brahler & Johnson. Washington State University – Download from Microsoft Higher Education Website “Multiple Intelligences and Technology” – Edwards (no longer available) Bloom’s Digital Technology - http://www.techlearning.com/techlearning/archives/2008/04/AndrewCh urches.pdf Bloom’s Taxonomy - http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

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