How do you do it?-- TPCK and Understanding by Design There is a new curriculum design model that helps us think about how to make assessment part of learning. Assessment before, during, and after instruction. Teacher and Students as Co-Curriculum Designers 1.What do you want to know and be able to do at the end of this activity, project, or lesson? 2.What evidence will you collect to prove mastery? (What will you create or do) 3.What is the best way to learn what you want to learn? 4.How are you making your learning transparent? (connected learning)

Why TPACK? Learning how to use technology is much different than knowing what to do with it for instructional purposes Redesigning instruction requires an understanding of how knowledge about content, pedagogy, and technology overlap to inform your choices for curriculum and instruction

TPCK Model There is a new model that helps us think about how to develop technological pedagogical content knowledge. You can learn more about this model at the website:

7 Pieces of the TPACK Pie Content [CK]: subject matter to be learned Technology [TK]: foundational and new technologies Pedagogy [PK]: purpose, values & methods used to teach and evaluate learning PCK: What pedagogical strategies make concepts difficult or easy to learn? TCK: How is content represented and transformed by the application of technology? TPK: What pedagogical strategies enable you to get the most out of existing technologies for teaching & evaluating learning? TPCK:Understanding the relationship between elements - - “a change in any one factor has to be ‘compensated’ by changes in the other two”

THE QUESTION OF THE WEEK… How can you best use new technologies associated with your content objectives to promote student learning?

Consider how your pedagogical approaches might be framed to effectively integrate technology into content- area instruction? What new knowledge might you need? Throughout the week (and back in your classroom)…

Content focus: What content does this lesson focus on? Pedagogical focus: What pedagogical practices are employed in this lesson? Technology used: What technologies are used? PCK: Do these pedagogical practices make concepts clearer and/or foster deeper learning? TCK: Does the use of technology help represent the content in diverse ways or maximize opportunities to transform the content in ways that make sense to the learner? TPK: Do the pedagogical practices maximize the use of existing technologies for teaching and evaluating learning? TPCK:How might things need to change if one aspect of the lesson were to be different or not available? TPACK Guidelines

TPACK in Practice Step 1- Best Practice Researchers at Mid-continent Research for Education and Learning (McREL) have identified nine instructional strategies that are most likely to improve student achievement across all content areas and across all grade levels. These strategies are explained in the book Classroom Instruction That Works by Robert Marzano, Debra Pickering, and Jane Pollock. 1. Identifying similarities and differences 2. Summarizing and note taking 3. Reinforcing effort and providing recognition 4. Homework and practice 5. Nonlinguistic representations 6. Cooperative learning 7. Setting objectives and providing feedback 8. Generating and testing hypotheses 9. Cues, questions, and advance organizersClassroom Instruction That Works

What are specific strategies you use in your classroom for a particular discipline?

Step 2- What Tool Fits?

Pick the Content Choose the Strategy Choose the Tool Create the Learning Activity Then apply connected learner scale * What are the essential instructional activities you typically use? * List possible Web 2.0 tools that fit nicely with your disciplines essential instructional activities. * Create a 21 st Century type instructional activity Think: Share, Connect, Remix, Collaborate, Collective Action