Our Collaborative Work

The 2011-2012 EDUC8Y24/34 Classes at Brock have been

building their Technological Pedagogical and Content

Knowledge (TPACK) by participating in modeled tech

activities, and reviewing how each one of us might integrate

technology into our classes. This book describes what we

learned during those class sessions and was constructed from

the end-of-class collaborative reflections created by each

class member.

Our Collaborative W O R K

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C O N T E N T S Introduction .................................................................................................................................................... Page 1

Our Models of Teaching

Direct Instruction – Teacher-centered ..................................................................................................... Page 3

Internet Research (a form of Direct Instruction) - Teacher-centered ................................................... Page 4

Problem-Based Learning - Student centered ........................................................................................... Page 5

Project-Based Learning - Student-centered ............................................................................................. Page 6

Assessment of Project-Based Activities ...................................................................................................... Page 7

Collaborative Group Work - Teacher-centered ....................................................................................... Page 8

Cooperative Group Work (Center Work) - Student-centered ............................................................... Page 9

Demonstrate/Guide/Independent (a form of Guided Direct Instruction) - Teacher-centered ..... Page 10

Creating Learning Objects (Teacher-Guided Instruction) .................................................................... Page 11

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D I R E C T I N S T R U C T I O N ( T E A C H E R - C E N T E R E D I N S T R U C T I O N )

In this Model of Teaching, the focus is on teacher delivery of factual information or introduction of topics.

Technology supports the presentation of new information through presentations, video clips, images, and

guided interactive learning objects.

TPCK

TCK

TPK

Activity Types modeled in this class session and limits/advantages of that activity

Tools modeled and connections to how these tools can be used in our own teaching

Planning and Implementation considerations for this Model of Teaching

Presentations Video clips Tweeting to Reflect Scavenger Hunt Collaborative

Reflection

SlideRocket PowerPoint

(Presentations can be used to present graphical information in multiple content areas)

Twitter

(Tweeting can be used to have student process new information – end of class or during class)

Wiki (with Scavenger Hunt)

(Using a wiki to create a teacher web site or other types of content-based activities online)

Google Docs form

(Survey or quiz for students in many content areas)

Use of individual nametags on computers

Class Routines (Sign in sheet)

Use of Agenda/Advanced organizer

Class web site to guide learning

Using tutorials to support technical learning

Guided viewing of video clips

Demonstration techniques – few skills at a time

Slow pacing to keep all engaged

Additional activities for those who have finished

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I N T E R N E T R E S E A R C H - D I R E C T I N S T R U C T I O N ( T E A C H E R - C E N T E R E D I N S T R U C T I O N )

In this Model of Teaching, the focus is on individual collection of factual information and introduction of

content-based topics. Technology supports the presentation of new information through presentations, Web 2.0

tools, social bookmarking sites, and social collaborative tools.

TPCK

TCK

TPK




Presentations Online quizzes Tweeting to

Collect Information from Others

Virtual Field Trip Collaborative

Reflection

SlideRocket PowerPoint PREZI


Delicious/DIIGO

(Use of social bookmark sites to locate class-related resources)

ISAAK/SAKAI

(Using a Learning Management System quiz to record marks)

Twitter

(Tweeting can be used to build knowledge collaborative using hashtags)

Wiki (with Virtual Field Trip)

(Using a wiki to create virtual field trips for building other types of content-based knowledge)

Google Docs form

(Survey or quiz for students in content areas)


Class web site to guide learning before-during-after class sessions

Providing access to class resources via class web site


Modeling how to administer online quiz

Facilitating online research via a Virtual Field Trip

Slow pacing to keep all engaged


Establishing partners for tech-enhanced research

Establishing groups for tech-enhanced collaborative work

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P R O B L E M - B A S E D L E A R N I N G ( S T U D E N T - C E N T E R E D I N S T R U C T I O N )

In this Model of Teaching, the focus is on problem-based learning, specifically technologically-enhanced

activities that engage students in solving problems. A key technologically-enhanced activity that supports the

solving of problems is the WebQuest.

TPCK

TCK

TPK




Presentations Glog Online quizzes Tweeting to

Others Jeopardy WebQuest Drag & Drop

Assessment

SlideRocket PowerPoint Glogster Edu


Delicious/DIIGO


ISAAK/SAKAI


Twitter

(Tweeting can be used to share knowledge specifically with others)

PowerPoint (Jeopardy Game)

(A different use for PowerPoint and limits of tool for playing this game)

WebQuest

(QuestGarden to build problem-based learning activities)

PowerPoint (Drag & Drop Assessment)

(Another use of PowerPoint)



Providing access to class resources/tutorials via class web site



Adapting all games & lesson plans acquired from the Internet for students

Evaluation of tech-enhanced activity for implementation

Grouping students for game play and WebQuests

Evaluating WebQuests for quality

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P R O J E C T - B A S E D L E A R N I N G ( S T U D E N T - C E N T E R E D I N S T R U C T I O N )

In this Model of Teaching, the focus is on students creating products that represent knowledge acquired.

Technology supports this type of instruction by providing students with multiple types of digital products they

can create. Edublogs are key examples of such a product that can be adapted for educational purposes, and

allows teachers to share online resources and activities that utilize online games with their students.

TPCK

TCK

TPK




Presentations Online quizzes Tweeting to

develop a PLN Edublog Google Docs

linklist Collaborative

Reflection



Delicious/DIIGO


ISAAK/SAKAI


Twitter

(Tweeting can be used to build a group of others – a PLN – online)

Edublog

(Messaging students with links to content-based activities)

Google Docs linklist

(List of links used in class sessions – useful with many content areas)

Google Docs forms

(Use of collaborative groups build knowledge can be used in many content areas)






Writing blog messages for a student/parent audience

Using ScKATE to evaluate Internet games for appropriate use

Using mnemonics to chunk technical skills to be taught

Setting up collaborative groups in a jigsaw

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A S S E S S M E N T O F P R O J E C T S ( M O R E P R O J E C T - B A S E D I N S T R U C T I O N )

In this Model of Teaching, the focus is on the student creating products to represent knowledge acquired.

Assessment of such projects is an important teaching skill. In the activities in this session, we investigated how to

engage students in the assessment process through peer evaluation techniques.

TPCK

TCK

TPK




Presentations Online quizzes Newsletters Peer

Evaluation Collaborative

Reflection



Delicious/DIIGO


Scoop,it Newsletter

(Present information on various topics to introduce students to new content-based topics or online reading)

ISAAK/SAKAI


Google Docs forms







Facilitating peer evaluation activities

Construction of rubrics for projects

Rules for working in groups or as partners

Setting up partners or groups


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C O L L A B O R A T I V E G R O U P W O R K ( S T U D E N T - C E N T E R E D I N S T R U C T I O N )

In this Model of Teaching, the focus is on the student working with others to build knowledge. A simulation is one

type of activity that supports the building of collaborative group work skills..

TPCK

TCK

TPK




Presentations Online quizzes Newsletters Simulation Backchanneling Collaborative

Reflection



Delicious/DIIGO


ISAAK/SAKAI


TodaysMeet/Chatzy

(Backchanneling during class sessions to engage students in the learning useful in many content-areas/large class sessions)

Simulation

(Using simulations to engage students in collaborative learning – other examples of simulations shared)

Google Docs forms







Facilitating simulations and Internet-based activities

Monitoring backchannels during instruction

Rules for working in groups or as partners

Setting up partners or groups


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C O O P E R A T I V E G R O U P W O R K ( C E N T E R W O R K )

( S T U D E N T - C E N T E R E D I N S T R U C T I O N )

In this Model of Teaching, the focus is on teaching skills, specifically technology skills within a lesson that have

been chunked into fewer than five skills in a lesson OR chunked into steps that can be taught as a process.



TPCK

TCK

TPK




Presentations Online quizzes Tweeting as a

backchannel tool

Multimedia Centers using SlideRocket

SMART Boards Blogging for

reflection

PowerPoint VoiceThread


Delicious/DIIGO


ISAAK/SAKAI


Twitter

(Tweeting can be used as a backchannel during class sessions)

SlideRocket

(Building skills in centers through different multimedia activities – useful in content areas where project-based learning is possible)

SMART Board

(Introduction to how the SMART Board works and interactive activities available)

Blogging

(Blogging as a learning reflection)






Facilitating centers – what works and what does not work

Use of peer helpers to allow teacher facilitation of all

Blogging to share own learning with our students

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D E M O N S T R A T E / G U I D E / I N D E P E N D E N T ( A F O R M O F G U I D E D D I R E C T I N S T R U C T I O N ) ( T E A C H E R - C E N T E R E D I N S T R U C T I O N )

In this Model of Teaching, the focus is on teaching skills, specifically technology skills within a lesson that have

been chunked into fewer than five skills in a lesson OR chunked into steps that can be taught as a process.



TPCK

TCK

TPK




Presentations Tweeting Storyboarding eBooks Collaborative

Reflection

SlideRocket PowerPoint BITSTRIPS


Delicious/DIIGO

(Use of social bookmark sites to locate resources)

Twitter

(Tweeting for many purposes: backchanneling, communicating with PLN, reflecting, etc.)

NetSupport

(Useful tool to support instruction in computer labs)

Inspiration

(Useful for brainstorming, webbing, storyboarding)

SlideRocket to build eBooks

(Presentation of knowledge in many content areas through eBooks using SlideRocket)

Google Docs forms






Demonstration techniques using LCD Projectors & NetSupport

Skill instruction with fewer than 5 skills at a time

Chunking skills for complex projects into mnemonics to support process learning

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C R E A T I N G L E A R N I N G O B J E C T S ( T E A C H E R - G U I D E D I N S T R U C T I O N )

Using technology to create learning objects for students provides teachers with digital classroom resources and

engage students through multiple learning modes. In this class session, we employed lab work to investigate a

dozen learning objects and selected one to explore in-depth.

TPCK

TCK

TPK




Presentations Tweeting Web 2.0 tools

for learning objects

Collaborative Reflection

SlideRocket PowerPoint SCRIBD


Delicious/DIIGO

(Use of social bookmark sites to locate resources)

Twitter

(Tweeting for many purposes: backchanneling, communicating with PLN, reflecting, etc.)

Audacity or Soundation with PodBean Animato VOKI Scoop.it or Paper.li Zunal/QuestGarden Weebly PBWorks Popplet VoiceThread TimeToast Glogster Storybird ComicLife or Bitstrips Screenr

(Useful tools for building learning objects for classroom resources)

Google Docs forms






Facilitating lab work for individual projects

Resources required for lab work

Peer helpers to assist in faciliatation

Our Collaborative Work

Documents

Transcript of Our Collaborative Work