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Tpack lausanne
- 1. TPACK and SAMR as Unifying and Evaluative Models
- 2. Elizabeth HelfantMICDSSt Louis MO E Ehelfant/ehelfant@micds.org
- 3. Goals Understand TPACK Survey TPACK integration Uses to set goals – institutional and individual Uses to determine PD Overview of SAMR scale
- 4. Déjà vu or Véjà du
- 5. Great Integrations start with TPACK http://tpack.org
- 6. How Big is Your Bubble? Size Matters
- 7. Content Bubble Content and Skills
- 9. 7 Cs + 3Rs Content Understanding Critical Thinking Cross Cultural Understanding Collaboration Communication Computing Skills Career and Civic Learning and Self-Reliance
- 10. Partnership for 21st Century Skills http://www.p21.org/index.php?option=com_content&task=view&id=254&Itemid=120
- 11. 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
- 12. NETS
- 13. Bucks Institute Skills Matrix
- 14. 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
- 15. Technology Bubble MICDS Tech Tool Kit On the Web
- 17. Overlap is Important Relationships among Bubbles Portal as delivery system Wikispaces as Curriculum Mapping tools The Sweet Spot Essential Questions as the driver
- 18. A TPACK CMS
- 19. Activity Types
- 20. Faculty Survey
- 22. MATH Department
- 24. Our Lowest Scores
- 25. Scores on MICDS Initiatives
- 26. 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)
- 29. My Bubbles Pedagogy Content Tech
- 30. Self Assess with Tech Matrix Also Arizona Encourage Reflective Practice
- 32. Based on survey and bubble output
- 33. In all three areas
- 37. 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
- 38. Institutional - Project Based Learning Project Rubric PBL Site Summer Session Also address First Trimester Project Issues -
- 39. Summer PD
- 40. Learning Groups Project Based Learning Assessment and Portfolios Differentiation CABAL (Caring about the Brain and Learning) One person per department Lunch meetings Reading Materials
- 41. Assessing Integration Levels -SAMR
- 44. Project Rubrics Buck’s Institute POGIL Submision Rubric
Notes de l'éditeur
- 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