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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 Tpack lausanne Presentation Transcript

  • TPACK and SAMR as Unifying and Evaluative Models
  • Elizabeth HelfantMICDSSt Louis MO
    E
    Ehelfant/ehelfant@micds.org
  • Goals
    Understand TPACK
    Survey TPACK integration
    Uses to set goals – institutional and individual
    Uses to determine PD
    Overview of SAMR scale
  • Déjà vu or Véjà du
  • Great Integrations start with TPACK
    http://tpack.org
  • How Big is Your Bubble?
    Size Matters
  • Content Bubble
    Content and Skills
  • CONSISTENT VOCABULARY
    http://www.flickr.com/photos/l-e-e/3949211987/sizes/z/in/photostream/
  • 7 Cs + 3Rs
    Content Understanding
    Critical Thinking
    Cross Cultural Understanding
    Collaboration
    Communication
    Computing Skills
    Career and Civic Learning and Self-Reliance
  • Partnership for 21st Century Skills
    http://www.p21.org/index.php?option=com_content&task=view&id=254&Itemid=120
  • 21st Century Skills (Engage)
    Basic, Scientific and Technological Literacy
    Visual and Information Literacy
    Cultural Literacy and Global Awareness
    Inventive Thinking:
    Digital Age Literacy:
    Adaptability and Managing Complexity
    Curiosity, Creativity and Risk Taking
    Higher Order Thinking and Sound Reasoning
    Effective Communication:
    High Productivity:
    Teaming, Collaboration and Interpersonal Skills
    Personal and Social Responsibility
    Interactive Communication
    Prioritising, Planning and Managing Results
    Effective Use of Real World Tools
    High Quality, Meaningful Results
  • NETS
  • Bucks Institute Skills Matrix
  • Pedagogy Bubble
    Differentiation
    Formative Assessment
    PBL
    Executive Function
    Learning Styles Differences
    Trans-Disciplinary Traits
    Danielson’s Domains
    Portfolio Assessment
    Brain Rules/Brian based research
    Multiple Intelligences
  • Technology Bubble
    MICDS Tech Tool Kit
    On the Web
  • Creating Your Toolkit
  • Overlap is Important
    Relationships
    among
    Bubbles
    Portal as delivery system
    Wikispaces as Curriculum Mapping tools
    The Sweet Spot
    Essential Questions as the driver
  • A TPACK CMS
  • Activity Types
  • Faculty Survey
  • MATH Department
  • Suspected Artificial High
  • Our Lowest
    Scores
  • Scores on MICDS Initiatives
  • Some Interpretations
    We are moving to a version of PBL but still high premium on lecture/discussion
    We believe in differentiation and formative assessment but aren’t really sure how to do either well
    Computer is definitely integrated not necessarily transformative (SAMR)
  • Institutional Bubbles
  • My Bubbles
    Pedagogy
    Content
    Tech
  • Self Assess with Tech Matrix
    Also Arizona
    Encourage Reflective Practice
  • Goal Setting – Individual and Institutional
    • With input from CIT, department chair, division head
    • Based on survey and bubble output
    • In all three areas
    • Awareness of overlap
    • Reflection each trimester (Reflective Practice)
  • Facutly Portfolio
  • Responding with PD
  • Individual - After School
    Every Monday afternoon, some Thursdays
    Examples
    Google Docs – for collaborating, formative assessment, and peer review
    DyKnow and Formative Assessment
    Faculty determine topics-
    Email me
    We’ll vote
    Some of you might give a topic too
  • Institutional - Project Based Learning
    Project Rubric
    PBL Site
    Summer Session
    Also address First Trimester Project Issues -
  • Summer PD
  • Learning Groups
    Project Based Learning
    Assessment and Portfolios
    Differentiation
    CABAL (Caring about the Brain and Learning)
    One person per department
    Lunch meetings
    Reading Materials
  • Assessing Integration Levels -SAMR
  • SAMR Tech Transformation
  • TPACK Lesson Rubric
  • Project Rubrics
    Buck’s Institute
    POGIL Submision Rubric