Worksheet 8 Transforming Lessons Through the TPACK Model Read the following lesson plan and how it has been enhance using the TPACK model. Reflect on the technology integration made using the model and share an example of a lesson where you can adopt the TPACK model to transiorm your lesson. Your Original Lesson Plan You are a 7th grade life sciences teacher. The topic is "cell anatomy." Your objectives are to describe the anatomy of animal cells and explain how the organelles work as a system to carry out the necessary functions of the cell. The traditional strategies or activities might go as follows: - Walk through the cell's anatomy and the basic functions of each organelle, referencing the diagram in the textbook. 34 - Break the class into small groups. Task each group with labeling their own diagram of cell anatomy and researching a single process to present to the class later on, You may want to choose the process for them to avoid duplicate presentations. - Have each group present the cell process they researched to the class. So how might the TPACK framework be used to enhance this lesson? Applying Technological, Pedagogical, and Content Knowledge to Your Lesson The first step should be to understand your primary forms of knowledge in the context of this lesson. Content Knowledge (CK)-what are you teaching and what is your own knowledge of the subject? for this lesson, you'll need a solid understanding of cell anatomy and processes. Pedagogical Knowledge (PK)-how do your students learn best and what instructional strategies do you need to meet their needs and the requirements of the lesson plan? In this case, you'll need to understand best practices for teaching middle school science and small group collaboration. Technological Knowledge (TK)-what digital tools are avaliable to you, which do you know well enough to use, and which would be most appropriate for the lesson at hand? For this lesson, students will need to label a diagram and present, so the ability to fill in blanks with an answer key, find images from the internet, create slides, etc. are important. While the ultimate goal is to be viewing your lesson and strategy through the lens of TPACK, or the center of the model where all primary forms of knowledge blend together, taking a moment to consider the individual relationships can be helpful. Pedagogical Content Knowledge (PCK)-understanding the best practices for teaching specific content to your specific students. Technological Content Knowledge (TCK)-knowing how the digital tools available to you can enhance or transform the content, how it's delivered to students, and how your students can interact with it. Technological Pedagogical Knowledge (TPK)-understanding how to use your digital tools as a vehide to the learning outcomes and experiences you want. 1. After walking through the different parts of a cell's anatomy, break your students into small groups and have them collaborate on completing a Check for Understanding quiz via your LMS. Include an interactive question that provides a diagram of a cell with blank labels and requires students to drag and drop the proper labels in place from an answer key (in Schoology Learning it's called a "Label Image" question). 2. Give each group a device with recording capabilities. Have each member of the group choose an organelle to personify and have them record each other explaining who they are (or which organelle they are) and why they are important for the cell. Finally, have them upload their videos to a media album so your students can watch each other's videos on their own time and leave comments. 3. Instead of researching a cell process (e.g., cell respiration, energy production, etc.) in one type of cell, have your students compare the process between animal and plant cells and make conclusions regarding the differences they find. Require each group to construct an artifact of their research by creating a one-page brief, a flowchart comparison, or a video explanation. This can be turned in via an assignment in your LMS for credit. 4. Armed with their knowledge of cell anatomy, function, and processes, have your students analyze the connections between different animals and plants in their natural habitats. Have each group infer what might happen when one animal or plant is placed in a habitat other than it's natural one. Each group should compile evidence to make their case (articles, videos, etc.) using Padlet, Evernote, or other similar tool. Worksheet 8 Transforming Lessons Through the TPACK Model Read the following lesson plan and how it has been enhance using the TPACK model. Reflect on the technology integration made using the model and share an example of a lesson where you can adopt the TPACK model to transiorm your lesson. Your Original Lesson Plan You are a 7th grade life sciences teacher. The topic is "cell anatomy." Your objectives are to describe the anatomy of animal cells and explain how the organelles work as a system to carry out the necessary functions of the cell. The traditional strategies or activities might go as follows: - Walk through the cell's anatomy and the basic functions of each organelle, referencing the diagram in the textbook. 34 - Break the class into small groups. Task each group with labeling their own diagram of cell anatomy and researching a single process to present to the class later on, You may want to choose the process for them to avoid duplicate presentations. - Have each group present the cell process they researched to the class. So how might the TPACK framework be used to enhance this lesson? Applying Technological, Pedagogical, and Content Knowledge to Your Lesson The first step should be to understand your primary forms of knowledge in the context of this lesson. Content Knowledge (CK)-what are you teaching and what is your own knowledge of the subject? for this lesson, you'll need a solid understanding of cell anatomy and processes. Pedagogical Knowledge (PK)-how do your students learn best and what instructional strategies do you need to meet their needs and the requirements of the lesson plan? In this case, you'll need to understand best practices for teaching middle school science and small group collaboration. Technological Knowledge (TK)-what digital tools are avaliable to you, which do you know well enough to use, and which would be most appropriate for the lesson at hand? For this lesson, students will need to label a diagram and present, so the ability to fill in blanks with an answer key, find images from the internet, create slides, etc. are important. While the ultimate goal is to be viewing your lesson and strategy through the lens of TPACK, or the center of the model where all primary forms of knowledge blend together, taking a moment to consider the individual relationships can be helpful. Pedagogical Content Knowledge (PCK)-understanding the best practices for teaching specific content to your specific students. Technological Content Knowledge (TCK)-knowing how the digital tools available to you can enhance or transform the content, how it's delivered to students, and how your students can interact with it. Technological Pedagogical Knowledge (TPK)-understanding how to use your digital tools as a vehide to the learning outcomes and experiences you want. 1. After walking through the different parts of a cell's anatomy, break your students into small groups and have them collaborate on completing a Check for Understanding quiz via your LMS. Include an interactive question that provides a diagram of a cell with blank labels and requires students to drag and drop the proper labels in place from an answer key (in Schoology Learning it's called a "Label Image" question). 2. Give each group a device with recording capabilities. Have each member of the group choose an organelle to personify and have them record each other explaining who they are (or which organelle they are) and why they are important for the cell. Finally, have them upload their videos to a media album so your students can watch each other's videos on their own time and leave comments. 3. Instead of researching a cell process (e.g., cell respiration, energy production, etc.) in one type of cell, have your students compare the process between animal and plant cells and make conclusions regarding the differences they find. Require each group to construct an artifact of their research by creating a one-page brief, a flowchart comparison, or a video explanation. This can be turned in via an assignment in your LMS for credit. 4. Armed with their knowledge of cell anatomy, function, and processes, have your students analyze the connections between different animals and plants in their natural habitats. Have each group infer what might happen when one animal or plant is placed in a habitat other than it's natural one. Each group should compile evidence to make their case (articles, videos, etc.) using Padlet, Evernote, or other similar tool