self-analysis
Using the TPACK Lesson Plan Template felt very familiar for me. Perhaps the reason lies in the fact that I regularly infuse my lessons with technology and 21st Century fluencies. While planning using this template, I did feel that I made much more intentional decisions in regards to technology and how that technology could best support the learners. Whereas in many cases technology is used for technology’s sake, but in this lesson I feel technology is employed with the students in mind rather than just being a shiny toy. Using Google Classroom and Google Docs throughout the lesson allowed for much more student engagement with the lesson. Because I was already comfortable with this fluency, I feel one of the strengths of this lesson is that intentionality. Additionally, the framework itself asks for a strong understanding of the learners present. Through my analysis of the multiple intelligences survey, I was able to determine that my class is filled with students who have a strong Interpersonal Intelligence. Because a later assignment will require that students write an independent historical criticism essay, based on the survey data I knew my class would greatly benefit from a collaborative essay before moving the students into independent work. Creating opportunities for students to collaborate is an important 21st Century competency; according to Lee, Jukes, and Churches, “Collaboration Fluency . . . [is a] . . . team-working proficiency characterized by the unconscious ability to work cooperatively with both real and virtual partners in both physical and virtual environments to solve real and simulated problems” (69). The survey also clued me into the students’ penchant for logical progressions; this preference led me to the creation of a shareable outline where students could see each part of the essay mapped out in a logical, linear fashion. Finally, the fact that 53% of my students are visual learners informed my decision to use maps as a way to help them understand the far reach of European Imperialism and its lasting effects. Without that prompting by the TPACK framework, I may have not included those maps.
Over the course of the five days, I saw my students grasp a very difficult, abstract concept. While many of them had never thought to analyze literature for its inherent biases, the introduction of this critical lens really helped them understand the text under examination. As we finished reading Murders in the Rue Morgue, several of my students expressed frustration that the ultimate solution to the mystery was a wild Orang-Atang. They so wanted to have a person to blame for the atrocious crime. For them to truly grasp the significance of Poe’s solution, required an understanding of the time that gave birth to the story. While I could have easily just lectured and given them a tidy answer to the puzzle, this lesson was a chance to open their eyes to the rich landscape that is literary analysis.
By using the TPACK Framework, I was able to infuse learning opportunities that were highly engaging to the class and worked within their preferred learning styles. As I observed the students working, I saw many using the linked digital resources and helping each other come to an understanding of the rigorous content. I believe the intentional attention to how the students best accessed material really made a difference. I am also taking into account that many of my students have their own devices to connect to the internet; that being the case, I can use the English department set of ten Chrome Books to fill those gaps. This is cost effective and yet provides access to all students in my class. Dian Schaffhauser (2012) attests that “If we can get a projector in the classroom and we can get kids using devices themselves that they're comfortable with, learning is definitely going to happen beyond anything we could have dreamed or imagined” (Schaffhauser 2012). For the groups that really took advantage of the collaborative nature of Google Docs, there was a tremendous amount of growth as they tackled the concept and pushed through to a solid completed product. However, this is the same place I saw a need for more student accountability. While many groups took full advantage of the collaborative nature of the assignment, I did see several students who were letting their group mates do most of the work. In the future, I will let students know that through Google Docs I can see who typed what and when and I will expect to see equal contribution to the project. I know some groups verbally helped one person write the essay; however, seeing as the purpose of this assignment is to have all students be able to complete the unit assessment independently, it is important that all students compose part of the essay. Fortunately, Google Docs has that capability.
Overall, I believe this lesson was a great success and will certainly use it again next year. The intentionality of the TPACK Framework really pushed me to think about the interplay between content, pedagogy and technology; this interplay is something that should be incorporated in far more lessons and holds the promise to engage students while bringing forth stronger student outcomes.
Over the course of the five days, I saw my students grasp a very difficult, abstract concept. While many of them had never thought to analyze literature for its inherent biases, the introduction of this critical lens really helped them understand the text under examination. As we finished reading Murders in the Rue Morgue, several of my students expressed frustration that the ultimate solution to the mystery was a wild Orang-Atang. They so wanted to have a person to blame for the atrocious crime. For them to truly grasp the significance of Poe’s solution, required an understanding of the time that gave birth to the story. While I could have easily just lectured and given them a tidy answer to the puzzle, this lesson was a chance to open their eyes to the rich landscape that is literary analysis.
By using the TPACK Framework, I was able to infuse learning opportunities that were highly engaging to the class and worked within their preferred learning styles. As I observed the students working, I saw many using the linked digital resources and helping each other come to an understanding of the rigorous content. I believe the intentional attention to how the students best accessed material really made a difference. I am also taking into account that many of my students have their own devices to connect to the internet; that being the case, I can use the English department set of ten Chrome Books to fill those gaps. This is cost effective and yet provides access to all students in my class. Dian Schaffhauser (2012) attests that “If we can get a projector in the classroom and we can get kids using devices themselves that they're comfortable with, learning is definitely going to happen beyond anything we could have dreamed or imagined” (Schaffhauser 2012). For the groups that really took advantage of the collaborative nature of Google Docs, there was a tremendous amount of growth as they tackled the concept and pushed through to a solid completed product. However, this is the same place I saw a need for more student accountability. While many groups took full advantage of the collaborative nature of the assignment, I did see several students who were letting their group mates do most of the work. In the future, I will let students know that through Google Docs I can see who typed what and when and I will expect to see equal contribution to the project. I know some groups verbally helped one person write the essay; however, seeing as the purpose of this assignment is to have all students be able to complete the unit assessment independently, it is important that all students compose part of the essay. Fortunately, Google Docs has that capability.
Overall, I believe this lesson was a great success and will certainly use it again next year. The intentionality of the TPACK Framework really pushed me to think about the interplay between content, pedagogy and technology; this interplay is something that should be incorporated in far more lessons and holds the promise to engage students while bringing forth stronger student outcomes.