Category Archives: TPACK

Assignment 9: TPACK Evolutions (part 1)

My new Venn diagram:

Venn Untitled

Describe:

This model is more similar to the TPACK model below than my original Venn diagram displayed at the bottom of this post. I stated that I am semi competent in Technological Knowledge as of right now, as there is so much out there for me to learn to feel that I am completely proficient. However, I feel a lot more experienced now than what I did in the beginning of this class.

This is the ideal TPACK model teachers want to strive to be close to.

Screen Shot 2014-12-09 at 11.10.11 PM

Below is my original Venn diagram made in the beginning of class in August 2014 displaying my use of technology on a personal and professional level.

Screen Shot 2014-12-09 at 11.04.28 PM

PBL:

I was a little hesitant utilizing PBL for Health Education on the more personal units. I still stand by that, as I can see there might be an issue with collaboration and presenting emotional and personal topics such as mental health issues, drawing personal boundaries, and positive versus negative role models as they might vary widely between the students. However, I think utilizing PBL will be perfect for examining body structure, organs, body functions, studying various diseases including STDs, and bullying.

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Lesson Plan -Health Ed.: Diabetes, Poll Everywhere

Teacher: Katrine Nordstrom
Date: 9/29/14
Subject area / course / grade level: Health Education, Poll Everywhere, Diabetes Awareness, 7th grade
Materials: Computers, Poll Everywhere, Lesson books, Projector

 

TEKS/SEs:

  • 115.23. Health Education, Grades 7-8: a1-2, b2B, b3A-C, b4A-C, b8A-B, b9A-B, b12A-C,G).
Lesson objective(s):

  • Differentiate between Type 1 and Type 2 Diabetes.
  • Recognize warning signs for both types of Diabetes
  • Know what the students can do to lower their chances of getting Type 2 Diabetes.
  • Know the long-term effects of both types of Diabetes.
  • Introduce Poll Everywhere (they have already seen how it works during the introduction quiz).
  • Assess peers and provide explanations as needed.
ENGAGEMENT:

  • Start lesson with 10 questions from Poll Everywhere. (6-8 min.)
  • Students answer by texting in their responses.
  • This will also function as a quiz for the daily reading assignment.   (Evaluation of HW)
  • Students ask themselves: What are some of the similarities and differences between Type 1 and Type 2 Diabetes?
EXPLORATION:

  • Students, in groups of 4-5 people, will make their own Poll Everywhere quizzes, consisting of 5 questions.
  • Each group is assigned a focus. I.e. each group has 3-5 pages to identify key points.
  • Students will be summarizing the main concepts from their assigned pages.
  • Student will be focusing on similarities and differences between Type 1 and Type 2 Diabetes.
EXPLANATION

  • While making questions, students will determine how to best generate if “their students” have a deep understanding of the topics assigned.
  • Ask students to evaluate other students’ knowledge. They might need to inquire about more information regarding some of the short answers given in the poll, and provide explanations if some peers are wrong in their answers.
ELABORATION

  • Students will develop a deeper understanding of the topics, as they have to summarize their reading into short questions, and of course know the answers.
  • By answering the other groups’ questions (covering other topics besides their own) all the key points in the chapter will be covered by the end of class and students will check for understanding among peers.
  • Vocabulary is expected to be professional generating a sophisticated understanding of the concepts.
EVALUATION

  • Ask students how creating this poll got them thinking in a different way.
  • Ask students what was difficult developing the poll questions, and what they cannot evaluate by looking at the other students’ answers in their section. (The short quiz answers assess the peers basic knowledge of the material but do NOT illuminate if they have a deep understanding of the subject matter (i.e. how the pancreas works and details regarding diabetes treatments))
  • The students’ answers to the polls are to be used for evaluation in addition to the 10 introductory questions the teacher demonstrated. (Approximately 30-40 questions total)
  • Ask the students if they think teaching is easy.

 Example Poll

Princess Sassy Pants & Co.™

Have an Attitude of Gratitude Sprinkled with Sassitude

Very Light, No Sugar

Because I talk diabetes the same way I take my coffee.

I Am A Type 1 Diabetic

Balancing Life While Living with Type One Diabetes

divergentEDU

Education does not have finite limits.

Edu-Techopia

Taking apart the edu-technology revolution

goodbooksandgreathooks

"One book, one pen, one child, and one teacher can change the world." -Malala Yousafzai

Educational Technology in the Classroom & Type 1 Diabetes

Utilizing Educational Technology to Educate about Type 1 Diabetes.

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