Teaching to the Sweet SpotTPACK model and PD

Helfantpd.wikispaces.com

Elizabeth Helfant

MICDSehelfant@micds.org

TPACK Model

Content

Skills (traditional and 21st century)

Content (is it updated and relevant?)

Skills

• Articulate them to match your culture

• NETS• 21st Fluency

Identify new/evolving skillsIdentify where tech can enhance the teaching of

traditional skills (research)

Pedagogy

UbDDifferentiationExecutive FunctionMultiple IntelligencesBrain Research (Art and Science)Etc.

Mind, Brain, and Education Science

Research informs the way we approach teaching and learning-

Growth Mindset

The Learning Zone

UbD and DI

Technology

Tools and their integration-

Unique Toolkit creates unique program

Understanding and Developing Your Tech Tool Kit

Tool Kits

• MICDS ToolKit Heirarchy• LiveBinder• WebTools4U2Use• Digital Storytelling

Let’s Design

• Template on helfantpd.wikispaces.com

WORLD HISTORY• Putting it All Together• Using UbD and DI- a 14 Day Unit on World

Imperialism– Diigo – Guided Reading – Differentiated Reading with DyKnow– Google Map Tours– Comic Life Cartoons– Scaffolded Research with Wetpaint Wikis, Livebinder

and Netvibes– Wiki Risk Game– OneNote Shared Binders

Professional Development

The Fifth Discipline, Peter Senge Senge defines learning communities as places “where people

continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning how to learn together" (p. 3)PLNs (Professional Learning Networks)

Personal Learning Network

Personal Learning Network

The Center for Comprehensive School Reform and Improvement

states the two fundamental requirements for a PLC:

• Knowledge is situated in the day-to-day experiences of teachers and is best understood through critical reflection with others who share the same experiences (Haar, 2003; Vescio, Ross, & Adams, 2006).

• Actively engaging teachers in PLCs will increase their professional knowledge and enhance student learning (Vescio, Ross, & Adams, 2006).

Community of Designer’s

Faculty Development by Design, Integrating Technology in Higher Education

, Mishra, Koehler, and Zhao

A Community of Designers is an approach to professional development that asks teachers to “focus on a problem of practice and seek ways to use technology (and thereby learn about technology) to address the problem.” “By participating in these communities of design, teachers build something that is sensitive to the subject matter (instead of learning the technology in general) and the specific instructional goals (instead of general ones). Therefore, every act of design is always a process of weaving together components of technology, content, and pedagogy.”

Variety of Opportunities Classes on UbD, Differentiation MICDS SUMMER INSTITUTE Nings (Internal and External) Tool Based Book Clubs PD Days Brown Bag

Lunches Strategic Conferences

Networking for Professional Development

Classroom 2.0

EnglishCompanion

Global Collaborations

New Media Literacies

Library 2.0