TPack Lesson

Lesson Description:  This lesson is designed specifically for five special needs students in first grade and can be utilized by all students in the class.  One student receives pull-out services for content and the others are in a collaborative setting for content. The students will learn to identify what goods and services are by sorting into appropriate categories.  This will be done using a variety of instruction and materials.  The students will use the computer/ipad, role playing and worksheets on several occasions to meet this lesson objective.

  1. The main Content (C) of this lesson is to distinguish between goods and services.
  2. The main Pedagogy (P) of this lesson is active and experiential learning.
  3. The main Technology (T) of this lesson is a video and drag and drop online activities.

Pedagogical Content Knowledge (PCK)

Describe: Students will experience a video in which they will make connections to real world goods and services. The students will then need to distinguish goods and services by actively classifying the two.  Prior to the video, the students will participate in conversation and discourse about the subject matter.  They will reveal their understanding of and build on it through this avenue. Once the technology is explored, students will engage in a ftf group activity of together categorizing objects/pictures into the two groups.

Support: ,

Technological Content Knowledge (TCK)

Describe: Students are engaged in learning when doing so on the computer or ipad.  They become interested with what’s in front of them and it appears more like a game than learning.  The freedom to explore a video or website takes the fear of performing in front of others away.  When making a wrong choice of where an item goes, it simply pops back to the top of the screen and allows the student to try again. The drag and drop activity is visually stimulating without much distraction.

Technological Pedagogical Knowledge (TPK)

Describe:   The drag and drop activity is visually stimulating without much distraction.  It does not involve sound which for some learners can be a distraction.  This program allows students to engage in an interactive activity verses a paper/pencil activity which is more stimulating and meaningful.


Technological Pedagogical Content Knowledge (TPACK)

Describe:  The technology tools utilized in this lesson engage the students in learning about specific content while allowing them to move at differentiated paces and gain feedback in a less intimidating manner.  These strategies used allow the students to be active participants in their learning which will help them to make more connections and retain knowledge of this content.  Their newfound knowledge can be generalized into physically sorting pictures into the two categories for another type of quick, on-leveled assessment.


4 thoughts on “TPack Lesson”

  1. Sounds like you chose some great technology to deliver your content and that is appropriate for the age of your students. Having a “game” activity is a great idea to keep their interest and make learning fun. I also like that your drag and drop activity minimizes distractions which is very important with all students, especially the younger ones.

  2. As i go through this, i am realizing this is difficult for your age group. I still think it is a good exercise, but it is difficult.

    My thoughts:

    Content (C) – very clear. goods and services
    Pedagogy (P) – i understand the active learning part, where the students are using the interactive software, but I am not sure i see the experiential learning
    Technology (T) – very clear. Digital video and interactive software

    PCK – So this sub-domain should address how your pedagogy (active learning) is well suited for the content area (goods and services). And this is where it is difficult for your age group. I’m not sure either about this one. Thoughts?

    TCK – This sub-domain should address how the technology (the video and interactive software) is well suited for the content (goods and services). I think you have a good fit here. Your interactive software allows students to view artifacts that are one or the other and easily categorize them. This technology is created for this reason. This totally works.

    TPK – This sub-domain should address how the technology (the interactive vide) fits the pedagogy (active learning). Again this is a clear fit. The siftware is interactive and requires students to actively learn.

    TPACK – So yeah, you have a great lesson here. It is difficult to figure out the PCK for lessons with such young learners. But your choice of technology does fit your content and your pedagogy. Well done. Do you have any thoughts on PCK? This concept actually precedes TPACK and was suggested years earlier by a guy named Shulman, who was articulating the special knowledge that teachers have that goes beyond knowing the content.

    Great job on this

    1. Thanks Monty:) My thought now is that most of this will be achieved through the ftf activities I am now adding as a result of this weeks’ readings. The Conversation and Group Activities to be exact. Does that make sense in this domain (PCK)? I think the experiential learning will take place more in these activities than online.

      1. I think so, Are you saying then that the conversation and group activities are well suited to address the content of oods and services? If so , why?

        ….and again, i am also finding this really difficult with your age group. Sometimes I wonder if this would be easier if we considered your content to be something broader than goods and services.

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