Create the framework for a TPACK lesson plan

Create the framework for a TPACK lesson plan.

 (Please follow attached example & refer to web links: http://www.tpack.org/  &   http://www.corestandards.org)

  • Identify the following aspects of your lesson plan:
    • Title: The title of your lesson.
    • Grade level and basic class demographics.
    • Anticipated Outcome (Lesson Objective): This must be measurable and written to align with the CCSS.
    • Common Core State Standard: This can be from your Unit Plan.
    • NETS-T standardPreview the documentView in a new window standard being met.
    • Content Summary: A brief description of what you will teach for this lesson and why.
    • Materials: Provide a list of materials needed for the lesson to include hyperlinks to any internet sites or books citations.
    • Summative Assessment: This should be a two- to three-sentence summary of how you will assess the lesson.
  • Your lesson plan must address each section of the TPACK using the provided lesson plan template (see sample herePreview the documentView in a new window):
    • Pedagogical Content Knowledge: Explain which teaching strategies best address the lesson’s content and concept. Be sure to include how the lesson uses multiple intelligences to promote critical thinking and problem solving in an engaging learning environment. You must also clearly explain how the Common Core State Standard (CCSS) aligns with this section.
    • Technological Content Knowledge: Explain how instructional technology will be used to compliment the lesson’s content. For example- a graphing calculator is used to check student’s algebra work or using spell check in a word document. You must also clearly explain how the CCSS and NETS standard(s) aligns with this section.
    • Technological Pedagogical Knowledge: Explain how the instructional technology device(s) included in your lesson enhance student learning and classroom organization (such as online attendance and grading). You must also clearly explain how the NETS standard(s) aligns with this section.
  • Technological Pedagogical Content Knowledge (TPACK):
    • Analyze how your lesson integrates Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TPK), and Technological Content Knowledge (TCK) to fully address TPACK in the creation of an engaging lesson that differentiates instruction, makes global connections through 21st century technological advancements, encourages critical thinking, and demonstrates content area expertise. The analysis will be at least two pages.

The assignment should be a minimum of four pages in length, not including the title and reference pages, and must include reference to the course text and two additional resources (scholarly article or online resource). The assignment must be cited in proper APA format. A title and reference page must be included.

Recommended Resources

Articles

Lamb, A. (2003, January). Ready, set, what’s missing? Success through differentiation & technology. (Links to an external site.)Links to an external site. Retrieved from http://eduscapes.com/sessions/differentiate

Los Angeles Unified School District. (n.d.). Steps to provide differentiated instruction. (Links to an external site.)Links to an external site. Retrieved from http://achieve.lausd.net/cms/lib08/CA01000043/Centricity/domain/334/lre/schoolwide/toolboxmod2.pdf

Tangient LLC. (n.d.). Lesson plan (tech integrated). (Links to an external site.)Links to an external site. Retrieved from http://ycped200.wikispaces.com/Lesson Plans (Tech Integrated)

Tech Jam 2012. (2012). What is tpack? (Links to an external site.)Links to an external site. Retrieved from http://moodle.washoeschools.net/mod/book/view.php?id=4941

 
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Critique of Journal Article

Assignment 2: Critique of Journal Article

This assignment will provide you with an opportunity to write a second critique of a journal article. This time, instead of a common article, you will select one of the six articles that you located in Modules 2 and 3. Make sure you identify your choice as a clear quantitative or qualitative empirical study containing the five basic parts of a research article similar to the Langer study that you critiqued in 

Module 2.

Read any one of the six articles and develop into a critique. Your critique of the journal article should reflect all the salient points presented in Shared Documents: “Writing a Critique of a Journal Article”, “Suggestions for Writing Organized Papers”, and the “Sample Article Critique.” Be mindful of the feedback you received on the Langer article critique.

Please see attachment to get a list of articles from the reference page of the attachment.

All written assignments and responses should follow APA rules for attributing sources.

 
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System Safety Engineering.

Course:

System Safety Engineering.

Textbook:

Leveson, N. G. (2011). Engineering a safer world: Systems thinking applied to safety. Cambridge, MA: Massachusetts Institute of Technology.

Q1. 

A circuit for a high-power outlet is run through a door that shields the outlet. When the door is opened, the circuit breaker is broken and the power is disabled. Explain what type of control is this, and why? Your response must be at least 200 words in length.

Q2

IV Case Study . 

1. Review the information in your textbook  (Leveson, 2011, pp. 75-100) related to the STAMP model. 

2.  Download the two peer-reviewed journal articles, located in the required reading section for this unit, from the CSU Library (Academic Search Complete database) and read both articles. 

3. Use the CSU APA-styled paper as a formatting template. Click here, to access the template:  

a. Compare and contrast the Construction Accident Causation model and the STAMP model.

b. Identify STAMP model features inherent within the Accident Causation Management System.

c. Describe the benefits and limitations of the STAMP model, the Construction Accident Causation model, and the Accident Causation Management System as each attempt to assist OSHA in the mission of addressing the aspect of human behavior within their respective designs.

4. Prepare a minimum three-page Case Study with no fewer than the three sources identified for the study.

 
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Modes of Cognitive Representation

Modes of Cognitive Representation
Please respond to the following:

  • Describe a simple instructional activity using all three of Bruner’s modes of cognitive representation.
  • Discuss why you included the elements you did. Explain your rationale.
  • If you created the same bit of training for someone from a vastly different culture than your original audience, explain what you would need to modify, and why.

Respond to classmate:

“Bruner proposed three systems by which people structure their understanding of the world. He suggested that humans respond to their environment through action or patterned motor acts, through conventionalized imagery and perception, and through language and reason. These capabilities formed the basis for the modes of representation that Bruner called enactive representation, iconic representation, and symbolic representation.” (Driscoll) A simple instructional activity using all three of Bruner’s modes of cognitive representation is giving instructions on how to build a bridge with marshmallows and toothpicks. The enactive stage would be actually building the model bridge. The iconic stagewould be the class watching videos and looking at pictures of different bridge and then sketching out different bridges. Thesymbolic stage would be us looking up and researching the different bridges and its importance and impact it has on the environment. The only thing I think I would have to modify if I was training a group from a diverse cultural background, would probably be the language and maybe my approach.

Driscoll, M. Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson.

 
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