Tpack lausanne


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  • Back to our topic of the moment- TPACK as evlaution, framework etc- A framework out of Michigan State – developed by Kohler and Mishra who was here- When here punya did introduce us to another concept – veja du- look at what is familiar and see it different – much like we have done with schedule and curriculum – TPACK will be a way of looking at each initiative, and there are many, as one focus
  • Hook kids with curiosity – provide an intersting prompt
  • Curriculum =content and skill- contemporary skills- contemporary updated content – relevancy and engagement
  • MoodleThickness of line = personailty
  • Tech tool kit is robust – two things to remember- what I need to be aware of and what I need to move from awareness into my personal toolkit
  • Need a sheet-
  • Use of word, discussion and listen to teacher indicate traditional teacher centered pedagogyUse of projects, independent work, and online research indicates shift to PBL and student centeredShould reading in class make us consider flip classroom strategies
  • Points to differentiation but data says we don’t really feel comfortable with that The graphs of tools we use should trend higher into 2 if that were really true- tool use indicates varietyNo classroom management issues- and I agree – but it is unusual big time for –to-1 schoolNoone is really familiar with brain stuff here—Stand if you have done conference session – or written curriculum outside of micds responsibility (nancy) –
  • Shape of my bubbles if I think about me as a chemistry teacher
  • Tpack lausanne

    1. 1. TPACK and SAMR as Unifying and Evaluative Models <br />
    2. 2. Elizabeth HelfantMICDSSt Louis MO<br />E<br />Ehelfant/<br />
    3. 3. Goals<br />Understand TPACK<br />Survey TPACK integration<br />Uses to set goals – institutional and individual<br />Uses to determine PD<br />Overview of SAMR scale<br />
    4. 4. Déjà vu or Véjà du <br />
    5. 5. Great Integrations start with TPACK<br /><br />
    6. 6. How Big is Your Bubble?<br />Size Matters<br />
    7. 7. Content Bubble<br />Content and Skills<br />
    8. 8. CONSISTENT VOCABULARY<br /><br />
    9. 9. 7 Cs + 3Rs<br />Content Understanding<br />Critical Thinking<br />Cross Cultural Understanding<br />Collaboration<br />Communication<br />Computing Skills<br />Career and Civic Learning and Self-Reliance<br />
    10. 10. Partnership for 21st Century Skills<br /><br />
    11. 11. 21st Century Skills (Engage)<br />Basic, Scientific and Technological Literacy<br />Visual and Information Literacy<br />Cultural Literacy and Global Awareness<br />Inventive Thinking:<br />Digital Age Literacy:<br /> Adaptability and Managing Complexity<br />Curiosity, Creativity and Risk Taking<br />Higher Order Thinking and Sound Reasoning<br /> Effective Communication:<br /> High Productivity:<br />Teaming, Collaboration and Interpersonal Skills<br />Personal and Social Responsibility<br />Interactive Communication<br />Prioritising, Planning and Managing Results<br />Effective Use of Real World Tools<br />High Quality, Meaningful Results<br />
    12. 12. NETS<br />
    13. 13. Bucks Institute Skills Matrix<br />
    14. 14. Pedagogy Bubble<br />Differentiation<br />Formative Assessment<br />PBL<br />Executive Function<br />Learning Styles Differences<br />Trans-Disciplinary Traits<br />Danielson’s Domains<br />Portfolio Assessment<br />Brain Rules/Brian based research<br />Multiple Intelligences<br />
    15. 15. Technology Bubble<br />MICDS Tech Tool Kit<br />On the Web<br />
    16. 16. Creating Your Toolkit<br />
    17. 17. Overlap is Important<br />Relationships <br />among <br />Bubbles<br />Portal as delivery system<br />Wikispaces as Curriculum Mapping tools<br />The Sweet Spot<br />Essential Questions as the driver <br />
    18. 18. A TPACK CMS<br />
    19. 19. Activity Types<br />
    20. 20. Faculty Survey<br />
    21. 21.
    22. 22. MATH Department<br />
    23. 23. Suspected Artificial High<br />
    24. 24. Our Lowest <br />Scores<br />
    25. 25. Scores on MICDS Initiatives<br />
    26. 26. Some Interpretations<br />We are moving to a version of PBL but still high premium on lecture/discussion <br />We believe in differentiation and formative assessment but aren’t really sure how to do either well<br />Computer is definitely integrated not necessarily transformative (SAMR)<br />
    27. 27.
    28. 28. Institutional Bubbles<br />
    29. 29. My Bubbles<br />Pedagogy<br />Content<br />Tech<br />
    30. 30. Self Assess with Tech Matrix<br />Also Arizona<br />Encourage Reflective Practice <br />
    31. 31. Goal Setting – Individual and Institutional<br /><ul><li>With input from CIT, department chair, division head
    32. 32. Based on survey and bubble output
    33. 33. In all three areas
    34. 34. Awareness of overlap
    35. 35. Reflection each trimester (Reflective Practice)</li></li></ul><li>Facutly Portfolio<br />
    36. 36. Responding with PD<br />
    37. 37. Individual - After School<br />Every Monday afternoon, some Thursdays<br />Examples<br />Google Docs – for collaborating, formative assessment, and peer review<br />DyKnow and Formative Assessment<br />Faculty determine topics- <br />Email me<br />We’ll vote<br />Some of you might give a topic too<br />
    38. 38. Institutional - Project Based Learning<br />Project Rubric<br />PBL Site<br />Summer Session<br />Also address First Trimester Project Issues - <br />
    39. 39. Summer PD<br />
    40. 40. Learning Groups<br />Project Based Learning<br />Assessment and Portfolios<br />Differentiation<br />CABAL (Caring about the Brain and Learning)<br />One person per department<br />Lunch meetings<br />Reading Materials<br />
    41. 41. Assessing Integration Levels -SAMR<br />
    42. 42. SAMR Tech Transformation<br />
    43. 43. TPACK Lesson Rubric<br />
    44. 44. Project Rubrics<br />Buck’s Institute<br />POGIL Submision Rubric<br />
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