Tag Archives: “tpack2”

TPACK-2-Ford

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: http://resources4rethinking.ca/en/toolbox/real-world-connections ,    https://en.wikipedia.org/wiki/Active_learning

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.

Support:  https://msu.edu/~milczyn1/artifacts/LITERATUREREVIEW_KAREN_MILCZYNSKI.pdf

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.

Support:   http://r.search.yahoo.com/_ylt=A0LEVrgb.RxYWD8AucAnnIlQ;_ylu=X3oDMTEyZnZrZmxkBGNvbG8DYmYxBHBvcwMxBHZ0aWQDQjI2OTFfMQRzZWMDc3I-/RV=2/RE=1478322587/RO=10/RU=http%3a%2f%2folc.onlinelearningconsortium.org%2fsites%2fdefault%2ffiles%2fv6n1_spiceland_1.pdf/RK=0/RS=LCNY79awcQR7ga3EcmwmB5NdeeI

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: http://resources4rethinking.ca/en/toolbox/real-world-connections ,    https://en.wikipedia.org/wiki/Active_learning

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.

Support:  https://msu.edu/~milczyn1/artifacts/LITERATUREREVIEW_KAREN_MILCZYNSKI.pdf

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.

Support:   http://r.search.yahoo.com/_ylt=A0LEVrgb.RxYWD8AucAnnIlQ;_ylu=X3oDMTEyZnZrZmxkBGNvbG8DYmYxBHBvcwMxBHZ0aWQDQjI2OTFfMQRzZWMDc3I-/RV=2/RE=1478322587/RO=10/RU=http%3a%2f%2folc.onlinelearningconsortium.org%2fsites%2fdefault%2ffiles%2fv6n1_spiceland_1.pdf/RK=0/RS=LCNY79awcQR7ga3EcmwmB5NdeeI