Deconstruction+Time+-+TPACK+Scenarios

=Deconstruction Time: TPACK Scenarios 9:45 - 10:30= In this session you will use the TPACK lens to deconstruct the instructional activities represented in a teaching scenario.

Participants will:
 * Understand and apply basic concepts associated with technological, pedagogical and content knowledge (TPACK).



I. Let's Read! (5 minutes)
Please read the scenario below. Use the TPACK lens to look for:
 * Evidence of the intersection of content and technological knowledge (i.e., How are Web 2.0 tools being leveraged within the curriculum?)
 * Evidence of the intersection of technological and pedagogical knowledge (i.e., Is student centered learning the result of leveraging technology a part of the lesson?)
 * Evidence of the intersection of pedagogical and content knowledge (i.e., Is the teacher demonstrating a deep understanding of learning theory and content knowledge?)
 * Evidence of the intersection of pedagogical, technological, and content knowledge (i.e., Is the teacher a facilitator in the lesson while students develop become content/data/media creators?)

**Scenario A:** A 10th grade physical education teacher begins her lesson by reviewing the objectives and essential learnings found in the NCSCOS. Among those essential learnings, students should master movements needed to participate in sports and understand the basics of physical fitness. To meet these standards, the teacher has designed the following set of instructional activities for the students:
 * Prior to exercising, the students enter their heart rate into an online form, which is accessed on a handful of laptops on the bleachers. The online form quickly totals up and averages the class’s “resting” heart rates.
 * Also before the day’s activity of playing basketball, the teacher demonstrates techniques.
 * Using a laptop, LCD projector, and Flip Camera, the teacher demonstrates the skill of making a free throw shot using video captures of the students from previous class period. Running the video, narrating the steps, and stopping it at key points, the teacher instructs all the students in the proper technique for shooting free throws.
 * The students break up into random groups and play basketball.
 * At the height of the action, the teacher blows a whistle, inviting the students to take their heart rate. This they do and quickly re-enter the data into the online form anonymously.
 * The teacher totals and averages, and during the cool down stretch, announces the new information comparing the class’s heart rate before and during exercise.
 * Students are prompted to hypothesize why the heart rate went up and how long it took to go up.
 * Students are asked to make predictions about activities and what their heart would do, such as during running, walking, sitting, etc.
 * Class ends with a quick video (captured via the Flip) of students playing basketball from that period and actions are positively noted and highlighted.

II. Deconstruct TPACK! (20 minutes)

 * PHASE I: 15 minutes**
 * Please discuss your thoughts about the lesson scenario with your colleagues.
 * Use the Google Form questions found below to guide your discussion.
 * Please have 1 person from your table complete the Google Form to reflect your collective thoughts.

media type="custom" key="10025780"


 * PHASE II: 5 minutes**
 * Please review the reflections from other tables in the spreadsheet below.

media type="custom" key="10031581"