Final Final TPACK Certified

8/3/2019 Final Final TPACK Certified

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TPACK Certified

Frameworks for Design and Change



Introductions

Connie White/cwhitetech



Elizabeth Helfant (ehelfant)



The Audience

http://todaysmeet.com/ASB2012

Name What you teach/do Where are you from

twitter ID



Objectives

Explore TPACK as an overarching Framework

Examine Frameworks that support Curriculum Design andTechnology Integration

Exposure to New Tools

Examine emerging Pedagogical Changes that Technologycan support/enhance

Consider how to teach Brain-Friendly

Examine Curriculum Design process



Paradigm Shifters



Rate/Nature of Change

http://www.dreamstime.com/roya lty-free-stock-photo-time-s-up-earth-s-hourglass-image16890835



Social/Collaborative



iBrainMind Brain and Education Science

+

Metacognition/Skillfull Thinking



I nnovation

Change that creates a newdimension of performance.

management guru Peter Drucker



Frameworksand V ocabulary

to Support Paradigm Change



Shared Vocabulary

Matches vision and school mission

Language of Assessment in generalUsed throughout:

Standards

RubricsGrading Practices



ABCs of Frameworks



http://goo.gl/IOrUP



Overarching Framework for Integration



Content



Contemporary Content

More integrated

30 years of history since I graduated

Nanotechnology 3D prinitng

Use of current events

Design and systems thinking



Content as Questions

Driving Questions

Essential Questions

Relevant Questions Open-Ended Questions

Ethical Questions

Student Generated Questions



Skills

Bucks Institute

Bie.org



Skills

Critical Thinking and Problem Solving

Collaboration Across Networks and

Leading by Inf luence

Agility and Adaptability

Initiative and Entrepreneurship

Effective Oral and Written

Communication Accessing and Analyzing Information

Curiosity and Imagination



New

OR

Evolved/More SophisticatedSKILLS?



Effective Oral and Written

Communication

Consume and Create



Writing Foundation for Expression



Hypertext

Image-SupportedImage as Necessary

Video

Multimodal/Multimedia Audience

Writing



ResearchInformation Literacy



Creativity,

CriticalThinking

and MoreRequired



How do we teach Creativity?

Define, Teach, and Assess

not just provideOpportunity for?



NOT Accidental

I ntentional



Creativity Stanford Design Thinking



How do we teachCritical Thinking?



How do we teach

Ethical Thinking?

Empathetic Thinking



How do we teach

Systems Thinking?



How do we teach

Disciplinary Thinking?



How do we teachM

etacognitiveThinking?



How do we teach

Problem Solving?



DeBono Thinking Hats http://sixthinkinghats.com



Skillful Thinking

Thinking Based Learning



How do we Assess

Thinking?



Blooms Taxonomy

Difficulty vs Complexity



Habits of Mind



Content Alone wont do it

Need to examine Pedagogy -



Pedagogy Bubble

Differentiation

Formative Assessment

PBLExecutive Function

Learning Styles Differences

Trans-Disciplinary Traits

Danielsons Domains

Portfolio AssessmentBrain Rules/Brian based research

Multiple Intelligences



Pedagogical MethodsDifferentiation

Utilizing Formative Assessments

Maximizing Feedback

6+1 writing

Big 6 Research Skills

Flipping the Classroom

Online Courses

Computer Assisted Assessment and FeedbackComputer Enforced Conditional Pathways

Use of Virtual Worlds to Teach and to Assess



Assessment Types

Diagnostic

Pre-Assessment

Formative

Summative

Performance Based

Authentic

Portfolio

Project Based



Feedback



Browns Model of Executive Function



Areas Supporting Differentiation

Assessment

Pre-/Diagnostic

Formative

Student Choice

Task

Content




Strategies



Slide From Tomlinson ASCD Presentation 2010



Scamper Prompts



From Tomlinson_QualityDI.pdf, ASCD San Antonio March 2010



3-2-1

3 Things You Learned

2 Things You Want to Know

1 Thing You Are Unsure About



Misconceptions



Long Term - Student Choice

Choice Board

Total 10 Board



Technology Bubble



Technology Toolkit



Activity: What is your toolkit? How

should it change?



Creating Your Toolkit

Level 1

Level 2

Level 3



Framework of Tech Integration

SAMR

Substitution Augmentation Modification Redefinition



SAMR Tech Transformation

Student writes a story

using word processing

and all its features

Student adds

hyperlinks to text.

Student embeds

multimedia elementsinto story

Student creates

interactive ebook and

publishes for sale on

distribution site.



INNOVATION?

A New Level of Performance?

Still focusing on Product-

Need to focus on Student Learning on Process



Innovation is Fleeting



Growing Your Bubble

Add tools you want to try

Add pedagogical strategies you want to try

We will circle back at the end-



Bubbles in Context

By: arteyf otograf ia.com.ar



BASIC FACTS



Dr. Gary Small, MD- iBrain

Digital technology is changing the brain.

Kids spending 1/3 of day engaged in video and digital media.

Neuroscientists tell us that the brain is a use it or lose it

organ. Parts of the brain that are no longer used arewithering away.

Brain Plasticity

± Neural circuits grow and rewire as they are worked Neurogenesis

± Neurons do regenerate!



What Does Learning Look Like?

From a Brains Perspective

Experience

Repetition

Physical Changes

L d Ph i l P h /S



Learned Physical Pathways/Structures

in the Brain

Multiplication Tables

Vocabulary Recognition

Balancing Equations

Stress Reduction

Addictions

± Once learned information is hard to undo



Brain Development

Emotional areas of the brain are fully developed around the

age of 10-12 yrs.

Regions responsible for rational thought and emotional control mature closer to 22-24 yrs.

± Strategy: Count to 10 before reacting ± Strategy: Spell your name backwards before reacting

(Giedd, Molloy, & Blumenthal, 2003; Johnson, B.lum & Giedd, 2009)



Brain Structure

No two are identical, and each is organized

differently.

Different brains can wire the same pieces together in

different ways. Some learn faster than others and in different ways.

Some students learn more slowly because they

process information more deeply.

David Sousa- The Basics of Creating a Brain Compatible Classroom



Memory Capacity

When students learn something new, they process it

in the temporary memory called working memory.

(frontal lobe)

Newer studies tell us that the capacity is much lessthan previously thought closer to 4 items.

(Cowan, Morey, Chen, Gilchrist, & Saults, 2008)

CHUNKING



Mind, Brain, and Education Science

Research based information in the

areas of:

Neuroscience

Psychology Education

What we know as fact (not a lot!)

What is probably trueWhat is believed passed on, sold

but unhelpful, misguided, wrong

(Neuro-myths)

I t ti l G id li f T h



Instructional Guidelines for Teachers

By: Tracey Tokuhama-Espinosa1: Environments

2: Sense, Meaning and Transfer

3: Different Types of Memory Pathways

4: Attention Spans

5: The Social Nature of Learning

6: The Mind-Body Connection

7: Orchestration and Midwifing

8: Active Processes

9: Metacognition and Self-Reflection

10: Learning Throughout the Life Span

I t ti l G id li 1



Instructional Guideline 1:

Environments

Good learning environments in education are those

with physical and mental security, respect,

intellectual freedom, self-regulation, pacedchallenges, feedback, and active learning (Billington

1997)

By: Tracey Tokuhama-Espinosa



Carol S. Dweck, Ph.D.

Teachers must

convey:

Like

Believe



Tracey Tokuhama-Espinosa

Donna Walker Tileston

Instructional Guideline 2: Sense



Instructional Guideline 2: Sense,

Meaning and Transfer

Students learn best when what they learn makes

sense, has a logical order, and has some meaning in

their lives. (Sousa 2000)




Autonomy

Mastery - Flow

Purpose



Learning to Learn

1. Play the whole game.

2. Make the game worth

playing.

3. Work on the hard parts.4. Play out of town.

5. Uncover the hidden game.

6. Learn from the teamand

the other team.

7. Learn the game of Learning.

Instructional Guideline 3: Different



Instructional Guideline 3: Different

Types of Memory Pathways

Teachers should teach to auditory, visual, and

kinesthetic pathways as well as allow for both

individual and group work in order to improve thechances of recall.


Instructional Guideline 4: Attention



Instructional Guideline 4: Attention

Spans The average student has

an attention spanbetween 10 and 20minutes. Students learnbest when there is achange of person, placeor topic every 10 to 20minutes. Interest impactsattention spans and,consequently, the

motivation for learning.Time f lies when you arehaving fun.By: Tracey Tokuhama-Espinosa



Myth of Multitasking

The brain cannot carry out two cognitive processes

at the same time.

What we refer to multitasking is actually task

switching. - ± Dr. Larry Rosen, PhD Understanding the

iGeneration

Instructional Guideline 5: The Social



Instructional Guideline 5: The Social

Nature of Learning

Debate is one of the most effective teaching

methods. It forces students to think critically and to

interact with each other; it also prepares them todeal with countering opinions.


Instructional Guideline 6: The Mind



Instructional Guideline 6: The Mind-

Body Connection

This includes active learning techniques and servesas a reminder of the importance of sleep, nutrition

and physical

ex

ercise.




Sleep

REM - In 8 to 9 hour sleep cycle there are usually 4-5REM stages.

HS students typically get between five and six hours of sleep on a school night (Carskadon, Acebo, & Jenni,2004)

Preadolescents need 9-10 hrs. and 8-9 hours foradolescents.

» stewickie



Sleep

A brain deprived of sleep has diminished attention,executive functions, working memory, mood, logical reasoning, quantitative skills, and motor dexterity.

Poor grades and depression increases with loss of sleep.

Loss of sleep can damage the hippocampus, leading tocognitive dysfunction and possible mood disorders

During sleep is when the brain establishes long termmemory circuits needed for remembering newinformation and skills.



Brain Fuel

The brain cells consume oxygen and glucose (aform of sugar) for fuel. The more challenging thebrains task, the more fuel it consumes.

Low amounts of oxygen and glucose in the bloodcan produce sleepiness.

Just 50 grams of glucose increased long-termmemory recall in a group of young adults by 35%.

Water is essential for healthy brain activity isrequired to move neuron signals through thebrain.





Orchestration and Midwifing

Similar to an orchestra director a teacher immerse

students in complex experiences that support

learning by calling on individuals one by one to bringout their voices and then weaving them into a single

class experience. Successful teachers will integrate

the strengths and weakness of all learners.


Instructional Guideline 8: Active



Instructional Guideline 8: Active

Processes

Human brains learn best when they are active.

(i.e., I hear and I forget. I listen and I understand. I

do and I remember Confucius)

).




Importance of Movement (David Sousa)

Movement turns on the brain: 7% more intelligent

through standing. Nobody really understands why

this is.

The species with the biggest brains play the most. Somany advantages to play.

Play and exercise: a way to develop resilience.

By: CC: Redjar





Metacognition and Self-Reflection

Teaches allow time for ref lection about the concepts

being taught and create spaces to think about

thinking. ± Journal writing,

± Electronic Flashcards

Quizlet

what if .


By: Lee Haywood



Instructional Guideline 10: Learning



Instructional Guideline 10: Learning

Throughout the Life Span

Wider windows of learning than previously

thought.

± Resist the temptation to label students who dont

meet the standard developmental milestones.

± Provide remedial activities to help the student fill

in the gaps in knowledge that may exist




ADDITIONAL CONSIDERATIONS

Different Brains, Different Learners:



Different Brains, Different Learners:

Rethinking Intelligence for the 21st

CenturyDr. Jane M. Healy, PhD

A child born today in the US has a 30% chance

of being diagnosed with some type of learning

problem.

New research suggests 1/3 of US kids meet

clinical criteria for anxiety disorders.

Environment of Childhood has



Changed

Dr. Jane Healy, Ph.D. A recent study of highly successful entrepreneursfound that close to 50% of them were dyslexic.

Michael Barry, financial whiz who read thefinancial statements and who sold short on the

sub-prime mortgage market has Aspergers. Dyslexia: talent or liability? Picasso was dyslexic-

global spatial awareness. Dyslexics have betterrecognition of impossible figures, better quality

of peripheral vision. Are ADHD kids distracted by clearer objects in the

periphery of their vision?

Dr. Larry Rosen, PhD



Dr. Larry Rosen, PhD

Understanding the iGeneration

Communicate differently Nielsen 3705 text

messages per month. (share everything)

Auditory, visual and tactile/kinesthetic

learners

Social connections are everything.

They want constant reinforcement

Spend hours creating content By: jerr ycharlotte

What Motivates the Net




Generation? Tony Wagner Ed.D

Instant gratificationalways on connection, use theweb for

1) extending friendships

2) interest driven, self-directed learning3) as a tool for self-expression,

Less fear and respect for authority

They want to make a difference and dointeresting/worthwhile work.





Generation? Tony Wagner Ed.D

The Global Achievement Gap is the gap between whateven our best schools are teaching and testing.

Versus

The skills all students will need for careers, college, and

citizenship in the 21st centuryWhat gets tested is what gets taught: having the wrong

metric is worse than having none at all.

Judy Willis, M.D. Engagement




Strategies

Attention Is Not

Voluntary Choice

Whatever is new or

different will get

priority.




Judy Willis, M. . ngagement

Strategies

The more ways

something is learned,

the more memory

pathways are built Multiple stimulation

mean better memory

Examples:

Multiple forms of

review

Visual imagery

Personal relevance

Role-play

Produce product ormodels

E t St t i



Engagement Strategies

Attention is not a voluntary choice input

must be selected by sensory filter. If it does

not reach per-frontal cortex, it does not make

it to long term memory. Must be selected to make it to the Reticular

Activating System (RAS). Survival skills for

animals.

Th RAS J d Willi



The RAS Judy Willis

Curiosity alerts the RAS

Sound (voice volume, pitch, cadence)

Color, placement of objects

Your appearance (costumes, hats) do something

unusual Novelty and curiosity

Predictions are great (which one do you want 1 pennydoubled for a year or $1000,000?)

Optical Illusions http://www.michaelbach.de/ot/ Grumpy faces do not allow passage to pre-frontal

cortex

St M t



Stress Management

Boredom is stressful.

± The lower reactive brain is in control.

Behavior

± Fight (Disruptive) Oppositional Defiant

± Flight (Withdrawal) ADHD and ADD

± Freeze (Zone Out) social anxiety syndrome, seizures, OCD

± Children are misdiagnosed when the brain is not theproblem. Kids are bored. Children want the dopaminepleasure that games and technology brings.

Learning Retention Harold Pashler,



g ,

PhD

Longer time frames between study sessions

provides greater long term retention.

If you want to remember for years.need to

space 2nd study session at least 6 monthsaway.

For best test performance 1 day spacing

Closed book quizzes between initial exposureand final assessment.

W ki M R t ti



Working Memory Retention

Learners can hold items in working memory longer

than previously thought - up to several weeks. Then

discard when they serve no further purpose like

after a test ± (Lewandowsky & Oberauer, 2009)

Rote and Elaborative Rehearsal

± Memorize Poem

± Assign Meaning

Massed and Distributive Practice

Co e ti E otio s to Co te t



Connecting Emotions to Content

It helps to make emotional connections to curriculumin order to achieve long term retention.

For example by considering the emotional toll of theUS Civil War may connect learning much more than

isolated battles, and persons involved.

By Mc Knoell - http://creativecommons.org/licenses/by-nd/2.0/deed.en

The two structures in the

brain responsible for long-

term remembering are

located in the emotional area

of the brain.

Laugh



Laugh

Humor has many benefits for increased retention.

Provides more oxygen to the brain

Laughter causes the release of endorphins in theblood. Endorphins stimulate the brains frontal lobes, thereby increasing the degree of focus andamount of attention time.

Humor also decreases stress, pain and bloodpressure.

Humor boosts immune defenses. Be Happy!

Intelligence for a Digital Age:



Intelligence for a Digital Age:Dr. Jane M. Healy - PhD

Symbolic analysis, creative imagination, self-

regulation, moral ref lection.

Consider that difference may be an asset.

Teach students to be masters of their tools.

Brain Maintenance Manual

h // l/



http://goo.gl/IOrUP

Activity: What are some things that

you would do differently?



you would do differently?

http://goo.gl/Y4Rg1



The Overlaps

PC Overlap



(Pedagogy and Content)

Differentiation Much harder without tech

TC overlap

(technology meets content)



(technology meets content) Textbook transformed to be online

Multimedia and Interactive

Conditional pathways, differentiated, and self-grading

http://www.moglue.com/



The Sweet Spot



Essential

Questionsas the

driver

p



BREAK

Formative Assessment with Technology



Formative Assessment with Technology

Exit Cards

DyKnow or Google PPT

Graphic Organizers/Mind Maps



Graphic Organizers/Mind Maps

Make Student Understanding ExplicitVisual Learner

Aids Focus

Use as Scaffolding

support to help students make connections

Tools

Bubbl.us

Mindomo

Spiderscribe

Mindmeister



Socrative.com

Google Forms



Google Forms

Spreadsheet view

Tools

Script Gallery

Flubaroo



OneNote Shared Notebooks

Evernote Shared Notebook

Google Docs Shared Folders

Synchronous Writing Prompts



TIP: USE A TIMER



TIP: USE A TIMER

TIP 2



TIP 2

http://chir.ag/projects/team-maker/

Habits of Mind Skills Assessment



Habits of Mind Skills Assessment

Cl

assDojo.com



Meaningful

Homework



Autograded



Autograded

Brain likes patterns,

dont develop bad ones.

Electronic Quiz Applications



Canvas

Moodle

Quia

WebAssign

Electronic Grading Applications




Raptivity

Fluid

Math/

WolframAlpha





Fluid

Math/WolframAlpha



http://goo.gl/IOrUP



http://goo.gl/IOrUP

Activity: Lets play with Sofia and

Diff ti ti f C t t R



Differentiation of Content Resources

Differentiation with Technology



gy

Diigo Annotations

LiveBinder

English Differentiated Assignment



g g

Differentiation Student Choice



VIsual Oral Research



Differentiation using

Conditional or Branched Activities

UDUTU



MyUdutu.com or Udutu.com

LAMS



Metacognition/Self-Ref lection



g /

http://www.justshuddup.com/tag/sel

f-ref l

ection/

SELF-REFLECTION



Learning Journals/Blogs

Shared Google Doc

Shared Spreadsheet KeyIdea/ What

I learned/What

Isti

ll wonder

Frederick Douglas Speaker Series Ustream Presentations

WHY? Brain Closure move to long term memory

Feedback



Drafts in Progress



g

Research and Writing:

Noodle Tools and Google Docs



Noodle Tools and Google Docs

Peer Feedback



Discussion Boards

Google Sites with Comments

Peer Review Google Docs

Curriculum Examples



± GAP

± What If History Musuem Project

± Rhodes Socialism

± Frederick Douglas ± American Dream Project



PART TWO: DESIGNING CURRICULUM



ZPD and Flow



http://innovationprinciples.blogspot.in/2011/12/zone-of-proximal-development.html



http://bl

og.trainerswarehouse.com/?p=584

Rigor and Relevance



Lets Design



Take Template and Lets Go Thru It with TPACKin mind

What is the next unit you will be teaching?Lets TPACK certify it-

You work on yours and we will do one foryou- (do a google doc template and walk thruit-

Essential Questions



Absolutely Essential

Can be very liberating- if it isnt essential,

dont feel compelled to teach it unless it

works for student learning

More: goo.gl/ZAc1n

Enduring Understandings



What do you want them to remember in 10years?



VisualizeUnderstanding http://under30ceo.com/creative-visualization-the-

art-of-making-negative-thinking-positive/

Now write what students will know

and be able to do -



and be able to do

Do Know first- Its easier

Any Misunderstandings?



Can Formative Assessment Help here?

Does it need to be individual or as a class?

Now do Be able to do -SKILLS



Add one contemporary Skill

Add on Habit of mind to work on-

How will we Assess?



The Content The Skill

The Habit of Mind

Consider

Diagnostic


Summative

Self Assessment Peer Assessment

The Learning Plan



Do WHERETOW Where headed?

H Hook?

E opportunities to equip, explore, experience key ideas

R rethink, rehearse, refine, reviseE evaluation by students

T- tailored to individual needs

0 organized for maximum engagement-

Then design a single day

Adding the Tech



Our toolkit

Where will tech move you up SAMR scale?

Other Checks?



Rigor and Relevance

Brain-Friendliness

Two Pedagogies for Delivering the

Design



g

POGIL

PBL

Project Based Learning



Global Action Project



Story Telling Thru Documentary

Global Issues

Service

Social Entrepreneurship

Identify an Issue affecting a population. Tell the

story. Determine a way to help. Create a

business plan. Present to a panel of adults whohave the means to fund you.



History Museum



y

Advanced WH DocumentariesRegular World 1 minute Global IssuesVideos

US History Websites on post 1950 topic

AP US What If Grade 9 Graphic Novel of World History

Kinesiology and Health Class

Designing schools outdoor health track

What If



POGILO i d id d i i



Process Oriented Guided Inquiry Learning

Pogil.org

http://pogil.org/resources/curriculum-

materials

Started in Science Chemistry

Assessment Strategies



Performance based assessment

CWRA



PART THREE: TPACK AND FACULTY PD

Grow Each Bubble



Faculty Survey



Faculty Portfolios

Include:



Goals Professional Development

Ref lection

Samples of Different Pedagogies

Shared with Department Head, Instructional Tech

Using Chalk and Wire (chalkandwire.org)

Learning Groups



Other Mechanisms



Summer PD

Faculty Bingo

± Differentiation Bingo

± Tech Integration Bingo ± Brain Compatible Bingo



THANK YOU!

Final Final TPACK Certified

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