Tpack2 (Fleisher)

Lesson Description:

This lesson is the first part of a module geared towards high school English students in grade 11 (American Literature) dealing with an introduction to The Crucible with a focus on Puritanism.  This lesson will rely on student prior knowledge of Puritanism from their history classes.  After discussing their prior knowledge (both in class and online), they will be given the opportunity to explore Puritanism further via online videos and articles with handouts and worksheets.  This is an introductory lesson to a broader module dealing with many aspects of Puritanism and The Crucible.  The foundation that this lesson will offer will help students be successful as they continue through the other lessons and activities.

Assessments will cover both online medium as well as in the classroom.  I am thinking that students can take mini-comprehension quizzes (checks) based on the videos and articles they complete online.  This will keep them on task as well as let me know how I need to gear / focus my class for the face-to-face time.  In class, students will be assessed on how they apply the knowledge gained from their online activities into their classroom activities (if that makes sense).

  1. The main Content (C) of this lesson is to explore Puritanism and its connection to not only The Crucible, but to our lives today. Students will be exposed to the religious climate of the 1600s and compare that with the religious climate of today. Students will explore predestination and analyze this idea throughout The Crucible and our lives of today.  Students will look at the foundation of education as started by the Puritans and connect that with education of today.
  2. The main Pedagogy (P) of this lesson is for students to utilize their peers in group discussions (online and in class) as well as to utilize videos and articles to further their knowledge.
  3. The main Technology (T) of this lesson is the online tools found on Schoology. Students are expected to participate in group discussion boards as well as watch videos and read articles that have activities to go with them.  These activities will be completed and submitted via Schoology.  Students will need access to laptop computers and reliable Internet.  While access to Schoology and all it has to offer is accessible via a cell phone, a computer is recommended for ease of use.

Pedagogical Content Knowledge (PCK)

Describe:

Discussions will allow students to further their understanding of the topic as well as tap into each other for new ideas.  Offering discussions online will have the added benefit of students researching on their own in order to adequately contribute to discussions.  Through their discussions and pulling on prior knowledge, students will be able to further and strengthen their knowledge for future lessons and modules within The Crucible.  Starter questions for Puritanism will be offered as a springboard for students to begin their thinking / discussions; however, they are considered only starters… students will be expected to add to the discussion and develop questions and answers on their own.

Support:

 

Technological Content Knowledge (TCK):

Describe:

Discussions and activities will take place with the use of Schoology – a tool that has been implemented in our school for the last two years.  Online discussions allow students more freedom and autonomy than a direct face-to-face learning environment.  Online discussions also allow for all students to participate and not get “lost or forgotten” in the sea of students in class.  Everyone has a voice and will participate… even the shy students who don’t like to raise their hands in class.  While students will be expected to post and comment by a certain date and time (for ease of flow and discussion) students may do this as they see fit.  Initial posts are due by midnight on Wednesdays while responses and thoughtful discussions are due by Saturday at midnight.   I offer a generalized topic / question and then students have the freedom to take that in any direction they see fit.  Since discussion are online, students are able to talk to each other and post without fear of being “put on the spot” in a face-to-face environment.  In an online discussion, students also have the capability of including pictures, videos, etc that they would not have readily available to them in a face-to-face environment.  Online videos appeal more to students than a simple lecture and offer a way to differentiate instruction for maximum student learning.

Support:

 

Technological Pedagogical Knowledge (TPK)

Describe:

Using online videos is engaging to students and offers a way to differentiate instruction for maximum learning.  Online discussion boards allow for freedom and autonomy from the comfort of their own home, and allows for the implementation of images and videos on their end into online discussions that are not so readily available in a traditional classroom.  The spill over from online discussions and activities into the actual classroom will allow us to maximize our learning and take our learning to the next level.

Support: 

 

Technological Pedagogical Content Knowledge (TPACK)

Describe:

By using online discussion boards and online videos with activities, students will have a differentiated approach to learning content and a fun/safe environment.  Students will be able to share their prior knowledge on Puritanism while learning new information to implement into the bigger lesson / unit of The Crucible.

Support:

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