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Although Business English students can be more willing to do boring but useful topics than most students if they need English for their job, just as often Business students need the same kind of games as other classes get to help them relax around their colleagues who are also their classmates, get their energy levels [...]
Although Business English students can be more willing to do boring but useful topics than most students if they need English for their job, just as often Business students need the same kind of games as other classes get to help them relax around their colleagues who are also their classmates, get their energy levels up after a long working day etc. Below are descriptions of 15 easy to use lessons that are guaranteed to be both fun and useful for Business English classes.

1. Emailing appointments race
Students send short "emails" written on scraps of paper to each other to try to make new arrangements, e.g. going for a drink after work or having a meeting. The person who has made the most new arrangements in 20 minutes is the winner of the game.

2. Politeness board game
Students are given a board game with typical business situations on each square, like "Ask your boss for some more photocopy paper". When one person lands on that square, everyone takes turns trying to make a more polite sentence than the last person, e.g. "Could I possibly have some more photocopy paper?" trumps "Can I have some photocopy paper please?" The person who produces the most polite sentence can move forward a number squares equal to the number of the other students' sentences they trumped. The winner is the first person to the end of the board. If one person always wins, you can make the rule that the person who has just moved cannot take part in the next round. You can also play the game without a board, just by keeping track of how many points each person has.

3. Flip A Coin Ask and Tell
Students make a personal question about business, e.g. "Do you really like your boss?", and then flip a coin to see if they should answer the question themselves ("tell", equals tails), or if they can ask anyone else in their group ("ask", equals heads). This game works best if you give them a list of possibly controversial business topics to make questions about, e.g. "office romance" or "bankrupt".

4. Definitions race
One student tries to explain a business word or expression without saying it, any part of it, or any variations on it. For example, if they are trying to explain "marketing executive", they can say "The first word is like sales and the second word is like director", but they can't say "market" or "execute". When someone guesses what they are trying to define, give points either by how quickly they explained it or just one point to the person who explained and the person who guessed.

5. Taboo
This is similar to Definitions Race, but it is more difficult because students are given 3 extra words they cannot say when trying to define the word so that their partner can guess, e.g. for "Marketing executive" they can be told not to say the words "director", "sales" and "advertising". As an additional stage to make sure the students learn the vocabulary well, you can get them to write the 3 taboo words for each word or expression for another team or group to try and define.

6. Taboo topics challenge
Students are given a list of topics that range from 5 points (very difficult/ taboo) down to 1 point (easy safe topics for small talk). The points for how difficult each topic is can either be decided by the teacher or by the students. Each student decides how difficult a topic they want to try and talk about, and the other students choose one of the topics of that level and ask them a question. They then get a percentage of the total points available depending on how well they answered it, e.g. 4 points for a 5 point topic talked about quite well. This leads on well to discussions about differences in businesses in different cultures, business entertaining etc.

7. Moral dilemmas questionnaires
Give the students the beginning of a 2nd conditional question involving a difficult business moral dilemma, e.g. "If you knew your son had lied on his CV when he got a job at your friend's company, would you...?" Students write the end of the questions with two or more options, predict which option someone else in the class will choose, and ask them the question to check. Some classes may be able to do this just as a speaking activity without writing the options down.

8. Stock and commodities trading
Give groups of students a suitably large amount of money, e.g. a million dollars, as toy money or just as a total written on the board. Ask them to invest some of that money in stocks and commodities you offer them. Give them the starting prices and then tell them how much the prices change in the first day, so that they have the beginning of a graph for each one. Then allow them to buy and sell. Continue for at least 7 "days", allowing them to buy and sell after each "day". The prices you tell them can be based on real ones in the past, or can be made up. To practice the language of trends, you can also give them hints on what will happen in the next "day", e.g. "One of the prices will bottom out".

9. Describing personal graphs
Another fun way to make the language of trends and describing graphs fun is to get students to describe some real data about themselves, e.g. the number of CDs in their collection. Their partner listens, draws the graph and tries to guess what it represents. Other fun graph topics are height, English level, amount of hair on head, number of hours sleep etc.

10. Real ansaphone messages
Give students something to record their voices on and get them to leave ansaphone messages for each other that need a response, e.g. ideas for when to meet up or an offer as part of a negotiation. Another group then listens to that message and leaves a response on the same machine. Repeat until there are at least 4 messages on each machine. When time is up, give points for having reached a successful conclusion, e.g. having made the arrangement for a meeting. This activity is easier if you have 2 or more rooms available.

11. Guess the job 15 questions
One student thinks of any job, and the other students ask them yes/ no questions (e.g. "Do you have to work outside?") and try to guess which job they have chosen. After the game is finished, students can then ask the same questions to each other about their real jobs and use that to introduce their partner to the rest of the class.

12. Job interviews problem roleplays
Another good way of practising questions and talking about job roles is to get students to interview each other for their real jobs. This can be made more fun by giving each student a roleplay card that has one (imaginary) negative thing on their CV that the interviewer needs to find out by asking the right questions, e.g. "You have never used a computer". When the interviews are finished, ask the interviewers if they would give the job to their partner and whether they have guessed what the problem is.

13. Negotiating with points
Although negotiations is always a fairly interesting topic, the end of the activity can be a let down if the students don't know how well they have done. This problem can be solved by giving each side of the negotiation a roleplay sheet with how many points they will get by obtaining particular concessions from the other side, e.g. 20 points if the other side gives them a 5% discount. At the end of the negotiation the students add up their points they get for negotiating that order size, price, payment arrangements etc, and a clear winner can be proclaimed.

14. Inventions presentations
Presentations is another Business English activity that is motivating but can finish without any clear conclusion. The best general tactic is to get students to vote at the end of all the presentations on which of the ideas from the other teams (they cannot vote for themselves) they preferred. This activity works best when students are presenting their own ideas with a little help from the teacher, e.g. being given the photo of a real or imaginary invention and being asked to imagine what it can be used for and present their ideas.

15. Number trivia up and down
Number practice can be very boring but very useful. By adding a real reason to listen and some personal interaction, you can boost the interest in the topic and aid memory of the numbers vocabulary. One way is to give students some interesting trivia including numbers and make them turn them into questions to get their partner to guess the numbers, e.g. "How much did the Oedo underground line in Tokyo cost in dollars?". After each guess, they tell their partner if the real answer is (much/ a little/ very slightly) higher or lower, until they finally get to exactly the right amount.

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Although Business English students can be more willing to do boring but useful topics than most students if they need English for their job, just as often Business students need the same kind of games as other classes get to help them relax around their colleagues who are also their classmates, get their energy levels [...]

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Using OneNote in the classroom. Ed Qld uses OneNote pages for classrooms through the school SharePoint pages.

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Using OneNote in the classroom. Ed Qld uses OneNote pages for classrooms through the school SharePoint pages.

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Save time. Organize. Collaborate. OneNote Class Notebooks have a personal workspace for every student, a content library for handouts, and a collaboration space for lessons and creative activities. Sign in with your Office 365 account from your school to get started. Organize your lesson plans and course content in your own digital notebook.

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When planning, it's a good idea to check the year level standards to ensure that your assessments are meeting the at level achievement standards. 

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When planning, it's a good idea to check the year level standards to ensure that your assessments are meeting the at level achievement standards. 

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Building internet and real-world application is important in all subjects. For my mini-design I am building interest around the Willis Tower.

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Building internet and real-world application is important in all subjects. For my mini-design I am building interest around the Willis Tower.

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For nearly 25 years after its completion, the Willis Tower, formerly known as the Sears Tower, held the title of tallest building in the world.

Standing 110 stories tall, its black aluminum and bronze-tinted glass exterior has become emblematic of Chicago, a city crazy about its architecture. Although its record-breaking height has been surpassed several times over, its innovative structural design remains noteworthy. The Willis Tower laid the foundation for the supertall buildings being built today.

Bruce Graham and Fazlur Kahn's game-changing design

A Docent Perspective

The Willis Tower still claims the distinction of having the highest occupied floor among North American buildings. Everything about the Willis Tower says 'big.' The building's many stories, its place in Chicago business history, its design and its recent energy-saving improvements are a mini-course in 'why design matters.'

Susan Jacobson, CAF Docent Class of 2008

Architects have always been tasked with designing tall buildings to resist wind loads. But as buildings continued to grow taller and taller, new solutions were required. When this 110-story tower was designed, architect Bruce Graham and structural engineer Fazlur Khan of Skidmore, Owings & Merrill (SOM) utilized the bundled tube system to address structural problems never before seen at this scale. Their use of the innovative system ushered in a whole new era of skyscrapers.

The tower is comprised of a cluster of nine tubes connected together to act as a single unit. The tubes support one another, strengthening the structure as a whole. Meanwhile, the variations in tube height disrupt the force of the wind.

The building formerly, and sometimes still, known as Sears Tower

Did You Know

In 1970, Sears Chairman Gordon Metcalf explained, "Being the largest retailer in the world, we thought we should have the largest headquarters in the world."

Did You Know

In order to build a structure with such an enormous footprint, Sears purchased and closed a section of Quincy Court that passed through part of their future site.

Did You Know

Willis Tower soars to a height that was limited by the Federal Aviation Authority at the time of its construction.

Did You Know

When Sears first occupied the building, their merchandising department utilized the first 50 floors. The massive floor plates enabled employee interaction with limited elevator travel.

Load Another Fact
In 1969, Sears Roebuck and Company was the world's largest retailer, employing approximately 350,000 people across Chicago. In order to consolidate current staff and accommodate anticipated growth, the company hired SOM to design a three million-square-foot office tower.

The location of the tower was strategically selected for its proximity to expressways and commuter rail lines to benefit Sears employees. But in the end, the tower's location proved to be advantageous for the city as well. The inhabitants of the bustling office building generated new energy in a formerly stagnant West Loop neighborhood.

This history explains why many Chicagoans still nostalgically refer to the building as the Sears Tower, although it hasn't technically been the Sears Tower for years. In 2009, the London-based insurance broker Willis Group Holdings leased more than 140,000 square feet of office space on three floors of the Sears Tower. Their contract included naming rights for 15 years. On July 16, 2009, the name of the building was officially changed to Willis Tower.

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For nearly 25 years after its completion, the Willis Tower, formerly known as the Sears Tower, held the title of tallest building in the world. Standing 110 stories tall, its black aluminum and bronze-tinted glass exterior has become emblematic of Chicago, a city crazy about its architecture.

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When creating lessons or unit designs, I regularly check the QCAA definitions of cognitive verbs, to ensure that I am using the right one.

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When creating lessons or unit designs, I regularly check the QCAA definitions of cognitive verbs, to ensure that I am using the right one.

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Queensland Curriculum and Assessment Authority

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The Years 7–10 cognitive verb toolkit aims to support the explicit teaching of thinking during the Junior Secondary phase of learning. The suite of resources provides school leaders and teachers with advice and guidance around each of the common cognitive verbs identified and associated thinking pro…

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My mini-unit design has been inspired by this lesson plan about geometric shapes.

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My mini-unit design has been inspired by this lesson plan about geometric shapes.

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In the real world we deal with three-dimensional objects. When we represent these objects in drawings, we are able to work in only two dimensions. Real objects can be viewed from many different directions and look quite different when viewed from each direction, so this poses a problem when working in two dimensions. If a viewer looks at an object from three different directions, an understanding of the object is achieved. A drawing on paper, on the other hand, can represent these objects only as viewed from one particular direction.

Artists mastered the techniques of perspective, that which makes objects in paintings look three-dimensional, only 500 years ago. This development can be observed by viewing Byzantine art and then viewing Renaissance paintings by artists such as Raphael. His 1510 painting 'School of Athens' clearly demonstrates this new-found skill.

Source: Art History Images (Holly Hayes).
Battistero Neoniano (451-475), Ravenna, Italy.
https://www.flickr.com/photos/sacred_destinations/3262726344/sizes/m/in/photostream/
Licensed under a Creative Commons Attribution-NonCommercial 2.0 Generic licence.

Source: Wikimedia commons. Public domain image.
The School of Athens (1509-1510) by Raphael.

https://commons.wikimedia.org/wiki/File:3_Estancia_del_Sello_%28Escuela_de_Atenas%29.jpg

The skill of being able to draw some simple three-dimensional shapes is an important one for students to master.

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In the real world we deal with three-dimensional objects. When we represent these objects in drawings, we are able to work in only two dimensions. Real objects can be viewed from many different directions and look quite different when viewed from each direction, so this poses a problem when working in two dimensions.

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MineCraft World built for exploring geometric prisms and views.

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MineCraft World built for exploring geometric prisms and views.

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The Australian Curriculum V.9.0 has been endorsed. Something to keep in mind for future planning and adjustments.

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The Australian Curriculum V.9.0 has been endorsed. Something to keep in mind for future planning and adjustments.

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M1 maths provides explanations and practice for students on a range of maths topics and is free!

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M1 maths provides explanations and practice for students on a range of maths topics and is free!

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Each country in the world, and often each state, specifies a different maths curriculum for its students. However, up to Year 10 at least, these curricula all tend to contain basically the same maths topics, just arranged in a different sequence and maybe assigned to different year levels.

So, for a school work program up to Year 10, it should be possible to assign the corresponding M1 Maths module to each topic in the curriculum and then to work through those modules accordingly. A possible program for the Australian Years 7-10 curriculum is given below under the Curriculum-paced link.

Alternatively, if there is some freedom regarding the internal structure of the school program used, it should be possible to work progressively through Levels 1, 2, 3 . . . over the Years up to Year 10.

The idea of calling them Levels 1 to 5 rather than 7 to 10 is that it is not necessary to lock-step the M1 Maths levels to the school year levels. Rather, it allows a program where students work through the levels at a pace which suits their background, ability, aspirations and dedication. Such a program would allow students to master concepts before moving on to other concepts which depend on them, a luxury often not afforded by lock-step programs. Clicking the Student-paced link below will lead to a suggestion for this type of program.

The Progress Tracker link below is a spreadsheet that could be used to record progress with such a student-paced program.

Click on the required format. Word documents and spreadsheets need to be downloaded and opened in Word or Excel to display properly.

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Each country in the world, and often each state, specifies a different maths curriculum for its students. However, up to Year 10 at least, these curricula all tend to contain basically the same maths topics, just arranged in a different sequence and maybe assigned to different year levels.

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Math worksheets 4 kids has a wide range of math worksheets to use for free.

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Math worksheets 4 kids has a wide range of math worksheets to use for free.

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Parts of an Angle
How about some practice in identifying the vertex and arms of an angle? Get ahead of the pack with these parts of an angle pdfs and practice identifying and naming the vertex and arms of an angle.
Naming Angles
Are you aware of the four ways of naming angles? Buckle up with these printable worksheets, and watch how accurately and effortlessly children name angles using the three points.
Interior and Exterior of an Angle
Turning the spotlight on interior and exterior angles, these 4th grade and 5th grade pdfs hone necessary skills in locating or marking a point in between or outside the two arms of an angle.
Acute, Right, and Obtuse Angles
Spark interest and encourage children to identify acute, right, and obtuse angles with a bunch of fun-filled exercises like recognizing angles in a clock, angle types in real-life objects, and a lot more!
Classifying Angles
Become twice as conversant with identifying, classifying, and drawing all six types of angles: acute, right, obtuse, straight, reflex, and complete angles with this collection of pdfs.
Reading Protractors
Use the protractor tool like a pro to measure and draw angles. Printable protractor templates, a chart illustrating the parts and use of the tool, and protractor reading exercises await students in elementary school.
Measuring Angles
Reading the correct scale of the protractor to measure angles: the inner or outer scale, measuring and classifying angles, and solving linear equations are the skills grade 4 and grade 5 students acquire with these exercises.
Drawing Angles
Show your students how to construct angles using a protractor with these drawing angle pdfs. The exercises include constructing angles with 1° increments or 5°, drawing reflex angles, and more.
Estimating Angles
Expert-level skills aren't built in a day, to acquire superior skills in estimating angles 4th grade and 5th grade children need to bolster practice with our printable estimating angles worksheets.
Angles on a Straight Line
Work your way through this compilation of worksheets and examine the angles on a straight line that add up to 180°. Grade 4 and grade 5 students find the measures of the unknown angles by subtracting the given angles from 180°.
Angles Around a Point
Did you know that the angles around a point add up to 360°? Keep this fact in mind as you figure out the measures of the unknown angles by adding the given angles and subtracting the sum from 360°.
Complementary and Supplementary Angles
If it's a pair of angles you see and are trying to figure out if they make a complementary or supplementary pair, the trick is just adding them up and if their sum is 90° they are complementary and if it is 180° they are supplementary. These worksheets are a sure-shot hit with 6th grade and 7th grade learners.
Adjacent Angles
Explore this bunch of printable adjacent angles worksheets to get a vivid picture of the angle addition property exhibited by angles that share the same vertex and are next to each other.
Vertical Angles
Linked here are exercises on angles formed by intersecting lines! Know the congruent properties of vertical angles or vertically opposite angles and apply them to determine unknown angle measures.
Linear Pairs of Angles
Two angles that are both adjacent and supplementary are a linear pair. The measure of such a pair sum up to 180°. Get to the heart of such angle pairs with these pdf worksheets and solve equations for the unknown angle measures.
Pairs of Angles
Tap your grade 7, and grade 8 student's potential in identifying the different pairs of angles such as complementary and supplementary angles, linear pair, vertical angles and much more with our engaging set of worksheets.
Angles Formed by a Transversal
Construct additional and experiential knowledge with these 8th grade and high school handouts to comprehend the seven types of angle pairs formed by a transversal that include corresponding angles, alternate angles, and consecutive angles.

Sample Worksheets

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Parts of an Angle How about some practice in identifying the vertex and arms of an angle? Get ahead of the pack with these parts of an angle pdfs and practice identifying and naming the vertex and arms of an angle. Naming Angles Are you aware of the four ways of naming angles?

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Math antics provides a comprehensive selection of Math videos to help engage students.

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Math antics provides a comprehensive selection of Math videos to help engage students.

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Your browser doesn't support HTML5 video. Here is a link to the video instead.

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Another great site for resources, both digital and printed worksheets. The subscription will cost 69 pounds.

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Another great site for resources, both digital and printed worksheets. The subscription will cost 69 pounds.

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Angles Lesson Starters and Online Activities

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There are 366 different Starters of The Day, many to choose from. You will find in the left column below some starters on the topic of Angles. In the right column below are links to related online activities, videos and teacher resources.

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Mathsbot has some great resources, from warm-up activities, to digital manipulatives and printable worksheets.

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Mathsbot has some great resources, from warm-up activities, to digital manipulatives and printable worksheets.

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Australian professional standards for teachers should be influencing everything we do. This document breaks down each standard and what it means.

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Australian professional standards for teachers should be influencing everything we do. This document breaks down each standard and what it means.

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Great document for breaking down the planning and teaching cycle.

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Great document for breaking down the planning and teaching cycle.

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Enhancing literacy through the use of HITS.

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Enhancing literacy through the use of HITS.

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High impact teaching strategies (HITS) pedagogical model is worth reading and implementing into the classroom.

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High impact teaching strategies (HITS) pedagogical model is worth reading and implementing into the classroom.

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Colourful presentation of the business cycle showing how it grows over time. Great resource to open up a lesson on the business cycle

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The large A1 size makes the bright and informative chart highly readable from a distance, complementing every learning environment.

Business Studies School Poster- Business Cycle has a rating of

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business studies school poster- business cycle

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Business Studies School Poster- Business Cycle

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The large A1 size makes the bright and informative chart highly readable from a distance, complementing every learning environment. Business Studies School Poster- Business Cycle has a rating of Be The First To Review This Product! Help other Mentone Educational users shop smarter by writing reviews for products you have purchased.

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The poster gives information on the key sections of a business report and gives good prompting questions. Fantastic resource for assignments that need to be presented in a report format.

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Report Writing Poster | Writing posters, Essay writing skills, Report writing

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Feb 12, 2019 - Our Report Writing Poster is a great educational resource that will help you create relevant and engaging English classrooms.

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PEST analysis poster with key information on what sections to complete and how.

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May 5, 2016 - PEST Analysis Diagram, download and create aggressive presentations in 'Business Models' theme in Google Slides, Keynote, and PowerPoint. Diagram #03143

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Great poster that highlights the key ideas and concepts for a SWOT analysis. This would be a good graphic organiser to include in any lesson that uses SWOT analysis.

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We Have Business Posters for Every Student's Level of Education

Daydream Education is the leading provider of educational posters throughout the United States. We have an enormous range of more than 800 colorful, engaging subjects to choose from. We offer a very simple yet effectual approach for learning that will help all levels of education, abilities, and ages. You will provide your students with a creative, relevant, and welcoming atmosphere to meet all their educational needs.

10 reasons for using our Business Educational Posters

1. Our posters help reinforce important concepts, skills, and classroom subjects.

2. Students who can visualize, respond better within the classroom.

3. Images, photographs, and diagrams are helpful learning tools for visual students.

4. Words linked to pictures help students grasp and remember new concepts.

5. About one-third of all students in an average classroom learn through visualization.

6. Our posters are fantastic, independent learning aids.

7. We guarantee our posters are more than decoration. These posters provide valuable up-to-date information.

8. Posters provide great teaching material that you can refer to during class.

9. Routinely putting up new posters will keep your classroom relevant and engaging for your students' educational growth.

10. Posters are ideal for informational presentations for an audience.

For further information, please contact us. We will be more than happy to help you find the best posters for your students and classroom.

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Daydream Education is the leading provider of educational posters throughout the United States. We have an enormous range of more than 800 colorful, engaging subjects to choose from. We offer a very simple yet effectual approach for learning that will help all levels of education, abilities, and ages.

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This website has lots of resources on starting up a business. It has short videos and stuff around key business components. Use it to support a lesson on finance or book keeping or as revison on topics.

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Make high quality story boards for videos and movies in the classroom.

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"StudioBinder places many of the tools you would need when managing a video production into one central place without the need of creating multiple excel, PDF & doc files. Information can be quickly updated, distributed & viewed minimizing any miscommunications."

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The Ultimate Storyboard Creator | StudioBinder

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Creating a storyboard is the first step in video production to visualizing your film, TV, or animation script. StudioBinder is the best storyboard creator app fit for filmmakers and video creatives, because it allows to seamless connect your story boards to the script, breakdowns, shooting schedule and the shot lists.

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A great video explaining how to complete a SCAMPER for new product ideas. Good in. business lesson.

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A collection of Ted talks that are sorted by category. You can search through relevant talks to find videos and presentations that are best suited to your topic interest.

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TED-Ed celebrates the ideas of teachers and students around the world. Discover hundreds of animated lessons, create customized lessons, and share your big ideas.

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Inspirational video about starting your own business. Use it to motivate a class it they are having to create new product or business ideas.

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How to start your own business without investors | Nicholas Hänny | TEDxHochschuleLuzern

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Fractions can be a difficult concept for the students to grasp. Incorporating play and a much loved game like Minecraft will spark interest, and engage students in the learning.

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Fractions can be a difficult concept for the students to grasp. Incorporating play and a much loved game like Minecraft will spark interest, and engage students in the learning.

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Fractions Models [Minecraft Education Edition] Lesson Walk through

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Lisa Dietrich

Lisa Dietrich ( lisa.dietrich@uoit.net)
University of Ontario Institute of Technology

TPACK refers to the knowledge and competencies at work within the complex profession of teaching, examined through the lens of the Technological, Pedagogical and Content Knowledge infrastructure. Closely aligned with the interdependent relationships between these competencies exists the implications of those conditions created once technology is figured into the equation. Mishra and Koehler posit that the competencies inherent in the three core knowledge areas, must work in tandem with pedagogical content knowledge, technological content knowledge and technological pedagogical content knowledge for the essence of TPACK to be fully realized. Essentially, fluency within and between these core domains is required for successful adoption of technology within the curriculum.

Keywords: curriculum, pedagogy, teaching, technology, TPACK.

The concept of Pedagogical Content Knowledge (PCK) was first introduced by Lee Shulman in 1986, and later revisited by Punya Mishra and Matthew Koehler in 2006. Over the past 20 years, the progression of technology and the flexibility it offers educators to enhance and promote learning, prompted Mishra and Koehler to incorporate a technological domain, to speak to those emerging affordances. Education has gone through a transformation with technology at the helm, reconfiguring the pedagogical landscape and opening doors for more robust teaching and learning opportunities for both educators and students. In many classrooms, the presence of technological tools is interwoven into the fabric of many teaching pedagogies such as those involving mobile applications. The restructured TPACK model encapsulates Shulman's three original domains and their interrelationships within the educational context. Mishra and Koehler's reimagined framework goes further to detail the complex interplay between Technological, Pedagogical and Content Knowledge once a teacher has elected to integrate technology within the curriculum, unveiling the intrinsic role that technology now assumes within the classroom environment.

Punya Mishra and Matthew Koehler, developers of the TPACK framework, contend that uniting technology within the classroom has further complicated the teaching profession. They propose that understanding how these bodies of knowledge, both theoretically and in practice interact, will provide teachers with the types of flexible knowledge needed to successfully integrate technology use into their teaching practice (Koehler & Mishra, 2009).

Utilizing Shulman's Pedagogical Content Knowledge (PCK) framework to form the basis for their model, Mishra and Koehler identified three core components at the heart of good teaching practices: Content, Pedagogy, Technology and the interrelationship among and between them. The domains are represented as PCK (Program Content Knowledge), TCK (Technological Content Knowledge), and TPK (Technological Pedagogical Knowledge or TPACK) as illustrated in Figure 1:

Lee Shulman

Lee Shulman, professor emeritus at Stanford Graduate School of Education, has focused on two key themes through much of his research as an educational psychologist:

1. Cognition in professional practice, particularly under conditions of uncertainty and

2. The domain-specificity of expertise (Shulman, n.d.)

Shulman first coined the term Pedagogical Content Knowledge (PCK) through his research involving new teachers and the process of assimilating content knowledge. The research posed many questions, among them, the following:

Where do teacher explanations come from?

How do teachers decide what to teach, how to represent it, how to question students about it?

How do teachers take a piece of text and transform their understanding of it into instruction that their students can comprehend? (Shulman, 1986, p. 8).

Shulman's research was positioned to address such pedagogical perplexities surrounding the ways in which teachers, novice or seasoned, draw on expertise in the subject matter in the process of teaching (Shulman, 1986). Essentially, understanding how one determines what and how to teach for optimum, authentic learning to occur is valuable information for educators since it speaks to how learning for teaching occurs and this insight, can clarify the strengths and weaknesses of strategies currently being utilized.

Soon after embarking on his journey to uncover the intricacies of teacher understanding and transmission of content knowledge, Shulman realized that a more detailed theoretical framework from which to isolate his findings was required, in efforts to move forward in his research and thus, the PCK model was born (Shulman, 1986).

Shulman commenced this process by defining three categories of Content Knowledge, namely: Subject Matter Content Knowledge, Pedagogical Content Knowledge and Curricular Knowledge.

1. Subject Matter Content Knowledge

Subject Matter Content Knowledge or simply, Content Knowledge, (CK), is the amount and organization of knowledge in the mind of the teacher

To think properly about content knowledge requires going beyond knowledge of the facts or concepts of a domain to understanding the structures, such as those outlined in Bloom's Taxonomy of Cognitive Learning Objectives (Adams, 2015)

The teacher needs to go beyond basic knowledge of a subject to the why, with proof and, under what circumstances our belief in its justification can be weakened or refuted (Shulman, 1986)

We also expect the teacher to understand why a given topic is particularly central to a discipline in contrast to others that do not assume center stage (Shulman, 1986., p. 9)

2. Pedagogical Content Knowledge

Pedagogical Content Knowledge or PCK, refers to the subject matter knowledge for teaching or, the representation of those ideas, the most powerful analogies, examples, explanations, and demonstrations of that knowledge that present as clear, comprehensible illustrations

An understanding of what makes the learning of specific topics easy or difficult alongside the preconceived notions of what students from various backgrounds and ages bring with them to the learning environment, is intrinsic to PCK (Shulman, 1986)

3. Curricular Knowledge

Curricular Knowledge or CK, constitutes the full range of programs behind the subject being taught, coupled with the instructional materials such as texts, software, programs and visual materials at the disposal of the teacher

CK refers to the justification of those selected instructional materials and speaks to the necessity for teachers to demonstrate the ability to relate the content of a given course or lesson to topics or issues being discussed across other subject areas (Shulman, 1986)

Punya Mishra, Associate Dean of Scholarship & Innovation at Mary Lou Fulton Teacher's College, Arizona State University and Mathew Koehler, Professor, Department of Counseling, Educational Psychology and Special Education at Michigan State University, reimagined the model from the perspective of 21st century skill building, closely integrating the presence of technology into Shulman's framework.

Through intensive examination of Shulman's work, colleagues Mishra and Koehler became invested in the study of the interrelationships between the Content, Pedagogical and Curricular domains developed by Shulman. Specifically, their research of these domains exposed an omission in lieu of the growth of technology within education since Shulman's seminal work had been completed, prompting them to modify the existing PCK model to include that of educational technology. (Koehler & Mishra, 2009).

Through the inclusion of the technical content knowledge required to engage students through the utilization of an expanded array of technological tools, the Technological Content Knowledge Domain (TCK) aptly captures the intrinsic nature of technology's potential presence in today's educational environment. Mobile devices and tablets, the collaborative landscape of web 2.0 that provide for innovative pedagogies that extend beyond the concrete walls of the classroom to the virtual, are captured and interwoven into the TPACK model.
Return to Figure 1.
Content Knowledge

Content knowledge (CK) is the teachers' knowledge about the subject matter to be learned or taught. This knowledge includes knowledge of concepts, theories, ideas, organizational frameworks, knowledge of evidence and proof, as well as established practices and approaches toward developing such knowledge (Mishra & Koehler, 2009).

Key points

In the case of art appreciation, such information would include knowledge of art history, famous paintings, sculptures, artists and their historical contexts, as well as knowledge of aesthetic and psychological theories for evaluating art

The cost of not having a comprehensive base of content knowledge could include students receiving incorrect information and developing misconceptions about the content

Pedagogical Knowledge

Mishra and Koehler, 2009, speak to Pedagogical knowledge (PK) as teachers' deep knowledge about the processes and practices or methods of teaching and learning. They encompass, among other things, overall educational purposes, values, and aims. Pedagogical knowledge requires an understanding of cognitive, social, and developmental theories of learning and how they apply to students in the classroom.

Key points

General classroom management and lesson-planning are overarching themes in this domain

Providing encouraging feedback via assessment creates a positive space for learning

Technological Knowledge

Technology Knowledge (TK) is always in a state of flux. Mishra and Koehler (2009), embrace Fluency of Information Technology or FITness, to describe the TK component; the framework was originally proposed by the Committee of Information Technology Literacy of the National Research Council NRC (1999). FITness guidelines extend beyond traditional notions of computer literacy to require that persons understand information technology broadly enough to apply it productively at work, and in their everyday lives, understanding the need for flexibility as technology advances.

Key Points

A deep understanding of information technology for information processing, communication and problem-solving is required

This level of understanding is necessary to afford individuals the ability to utilize technology to accomplish a variety of different tasks and to develop different ways of accomplishing those tasks

Return to Figure 1.
Pedagogical Content Knowledge

Mishra & Koehler, 2009 state that Pedagogical Content Knowledge (PCK) covers the core business of teaching, learning, curriculum, assessment and reporting. An awareness of common misconceptions and ways of looking at them, the importance of forging connections among different content-based ideas, students' prior knowledge, alternative teaching strategies, and the flexibility that comes from exploring alternative ways of looking at the same idea or problem are all essential for effective teaching.

Key Points

The essence of PCK is found in how teachers interpret and choose to represent the subject being taught by ways of methodologies and technologies selected

The conditions that promote learning and the links among curriculum, assessment, and pedagogy embody the PCK domain

PCK speaks to the necessity for teachers to examine the learning environment from multiple angles and assess various methods of teaching for effective selection of delivery methods

Re-evaluating curriculum with a view to students' prior knowledge is recommended

Exploring different teaching strategies is central to this domain, in efforts for teachers to connect different content-based ideas

Technological Content Knowledge

Technological Content Knowledge (TCK) is an understanding of how technology and content influence and constrain one another (Mishra & Koehler, 2009).

Key Points

Teachers need to understand what specific technologies are best suited for addressing subject-matter learning in their domains and how the content dictates or perhaps even changes the technology-or vice versa

Viewing the heart as a pump (Trinity Animation, 2018) is a way in which technology has provided new perspectives for understanding phenomenon

Technological Pedagogical Knowledge

Technological Pedagogical Knowledge (TPK) is an understanding of how teaching and learning can change when selected technologies are used in specific ways. This includes knowing the pedagogical affordances and limitations of a range of technological tools as they relate to disciplinarily and developmentally appropriate pedagogical designs and strategies (Mishra & Koehler, 2009).

Key Points

To build TPK, a comprehensive understanding of technological tools and how they can be pedagogically integrated for enhancement of learning is imperative

Since most software programs are not designed for educational purposes, teachers need to develop skills to look beyond most common uses for the technologies, reconfiguring them for customized pedagogical purposes

Technology, Pedagogy and Content Knowledge

Technology, Pedagogy and Content Knowledge (TPACK) goes beyond all three core components of content, pedagogy, and technology and forms the basis for effective teaching with technology (Mishra & Koehler, 2009).

The following conditions exist within Technology, Pedagogy and Content Knowledge:

The representation of concepts using technologies

Pedagogical techniques that use technologies in constructive ways to teach content

Knowledge of what makes concepts difficult or easy to learn

An understanding of how technology can help redress some of the problems that students face

Knowledge of how technologies can be used to build on existing knowledge

Teachers need to develop fluency and cognitive flexibility not just in each of the core competencies (Technology, Pedagogy and Content), but also in the interplay that exists between these domains and contextual parameters, so that they can construct effective solutions (Mishra & Koehler, 2009).

The TPACK model incites teachers, researchers, and teacher educators to move beyond oversimplified approaches that treat technology as an afterthought, redirecting their attention to the ways in which the connections among technology, content, and pedagogy, unravel within the classroom setting (Mishra & Koehler, 2009).

Addressing the Challenges of Technology

Each new day brings rapid, technological progress and while we are living in a time that is rife with the technological implications for education, it can also be overwhelming to teachers. New teachers or, teachers who have an established teaching style and are comfortable with traditional approaches to classroom learning, are often those who experience the greatest challenges. Some of the predominant barriers that teachers face with respect to the integration of technology into the classroom are captured in the infographic below:

TPACK classifies the types of knowledge into manageable pieces and expresses the relationship between each distinguishing component, allowing teachers to address some of the above concerns such as lack of confidence. TPACK can serve as a guiding template for efforts surrounding technology integration. Teachers are prompted to revisit existing teaching strategies and contemplate ways they can attain the deeper understanding required to satisfy the expectations contained in the dynamic nature of the intersecting domains. The TPACK method embodies a holistic approach to successful teaching.

Mishra, Koehler & Kereluik (2009) assert that technology itself is not as important as how to integrate it with classroom instruction (Incikabi & Tokmak, 2013, p. 293). Preparing teachers through the integration of TPACK into training for technology integration, will provide more perspective regarding the multi-faceted nature of technology, content and pedagogy.

Using TPACK to Assist Mathematics Teachers Effectively Integrate Technology for Instruction

The following example positions the TPACK model as the basis for framing instructional practices within an educational environment.

The National Council of Teachers of Mathematics (2000), has placed emphasis upon TPACK, stating that "Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students' learning" (Incikabi & Tokmak, 2013, p. 294).

An undergraduate course was specifically designed for mathematics teacher candidates to enhance their understanding of TPACK. The course was comprised of three main steps.

Step A: Selection and evaluation of educational software about the topic took place, utilizing the ASSURE Model developed by Heinich, Molenda, Russell & Smaldino, 2002, consisting of the following stages:

Analyze the learner
S tate objectives
S elect media
U tilize media
Require learner participation
E valuate and revise

Students were required to discuss the reasoning behind their selection and subsequent evaluation of the media

Students were also instructed to prepare a lesson plan for teaching of a mathematical subject by utilization of the selected educational software (TPK) (Incikabi & Tokmak, 2013, p. 294)

Step B: Students were required to prepare a PowerPoint presentation on the topic

Step C: Students taught a class following the lesson plan with the integration of all technologies selected for inclusion during instruction.

Incorporated all elements of TPACK throughout the process with the culmination of all domains represented in the final state of the training (Incikabi & Tokmak, 2013).

After each activity, all groups shared their insights and comments via blogs. The activities required integration of technology throughout the entire teaching process, taking into consideration technology interaction with content and pedagogy. The TPACK model was utilized for preparation of the lesson plan activity.

The analysis of the pre-service teachers' TPACK perceptions before and after the course revealed statistically significant gains with good effect sizes. Regression analysis also revealed that technological knowledge, pedagogical and content knowledge were all significant predictors of pre-service teachers' TPACK, with pedagogical knowledge having the largest impact.

The outcome of the course illustrated that teachers' understanding of Technological Pedagogical Content Knowledge is critical in accomplishing successful technology integration in teaching. Teachers ultimately gained deeper and more complex understanding of technological pedagogical content knowledge and therefore, a more profound understanding of how to integrate technology into their teaching practice (Incikabi & Tokmak, 2013).

The TPACK model offers a detailed framework for technology integration for educational purposes. The framework, coupled with training and embedded classroom assistance can lead to changes in instructional strategies and subsequent positive changes in student learning (Newman, Coyle & McKenna, 2015).

The knowledge gleaned by the implementation of TPACK into teacher development with regards to technology integration promotes the productive use of technology to increase the effectiveness and quality of instruction throughout the whole process of teaching specific content from planning, to evaluation (Yurdakul, Odabasi, Sahin & Coklar, 2015).

When used as a frame of reference for technological integration into established or newly developed curriculum, TPACK affords educators a comprehensive understanding of how content, technology and pedagogical knowledge intersect to create the unification of all three components, speaking to the significance of each domain and, the implications the relationships between each hold for the efficacious, seamless unification of technology and teaching.

References

Adams, N. (2015). Bloom's taxonomy of cognitive learning objectives. Journal of the Medical Library Society 103(3) 152-153.

Incikabi, L., Tokmak, H. (2013). Integrating Technology into Mathematics Teaching: A TPACK (Technological, Pedagogical, Content Knowledge)-Based Course Design for College Students . In J. Keengwe (Ed.). Research perspectives and best practices in educational technology integration (270-287). Hershey, PA: IGI Global.

Joseph, J. (2012). The Barriers of Using Education Technology for Optimizing the Educational Experience of Learners. Procedia - Social and Behavioral Sciences 64. 427 - 436.

Keengwe (Ed.). Research perspectives and best practices in educational technology integration . Hershey, PA: IGI Global.

Koehler, T. (2018). The TPACK Framework. [Web page]. Available from tpack.org

Koehler, M., Mishra, P., (2009). What is Technological Pedagogical Content Knowledge (TPACK)? CITE Journal 9(1).

Kurt, S. (2018). Assure: instructional design model. Retrieved from https://educationaltechnology.net/assure-instructional-design-model/

McGraw Hill Education Canada (2017). What is TPACK Theory and How Can it be Used in the Classroom. [Web log post]. Available from https://www.mheducation.ca/blog/what-is-tpack-theory-and-how-can-it-be-used-in-the-classroom/

Mishra, P., Koehler, M. (2006). Technological pedagogical content knowledge: a framework for teacher knowledge. Teachers College Record 108(6). 1017-1054.

Mishra, P., Koehler, M., Kereluik, K. (2009). The song remains the same: looking back to the future of educational technology. TechTrends, 53(5), 48-53.

Newman, D., Coyle, V., Mckenna, L. (2013). Changing the Face of ELA Classrooms: A Case Study of TPACK Professional Development. In J. Keengwe (Ed.). Research perspectives and best practices in educational technology integration (270-287). Hershey, PA: IGI Global.

Shulman, L. (n.d.). Biography. Available from http://www.leeshulman.net/biography/

Shulman, L. (1986). Those who understand: knowledge growth in teaching. Educational Researcher 15(2). 4-14.

Technology Innovation in School Education. (2016). Available from https://fourthambit.com/fa/blogs/102428

The National Academies Press. (1999). Being fluent with information technology. Retrieved from https://www.nap.edu/read/6482/chapter/1

Trinity Animation. (2018). Viewing the heart as a pump. [YouTube video]. Available from https://www.youtube.com/watch?v=9ue1ALMk6aE

Yurdakul, I., Odabasi, H., Sahin, Y., Coklar, A. (2013). A TPACK Course for Developing Pre-Service Teachers' Technology Integration Competencies: From Design and Application to Evaluation. In J. Keengwe (Ed.). Research perspectives and best practices in educational technology integration (242-269). Hershey, PA: IGI Global.

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Technology and the Curriculum: Summer 2018

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Lisa Dietrich Lisa Dietrich ( lisa.dietrich@uoit.net) University of Ontario Institute of Technology TPACK refers to the knowledge and competencies at work within the complex profession of teaching, examined through the lens of the Technological, Pedagogical and Content Knowledge infrastructure.

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Scooped from Nicholas Flynn https://padlet.com/nicholasflynn2/01             A great tool for collaboration in the classroom, and it's free.

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Scooped from Nicholas Flynn https://padlet.com/nicholasflynn2/01             A great tool for collaboration in the classroom, and it's free.

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Lesson Plans: Ages 10-13 - Kialo Edu Help Center

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Please be aware that resources have been published on the website in the form that they were originally supplied. This means that procedures reflect general practice and standards applicable at the time resources were produced and cannot be assumed to be acceptable today. Website users are fully responsible for ensuring that any activity, including practical work, which they carry out is in accordance with current regulations related to health and safety and that an appropriate risk assessment has been carried out.

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In these AMP resources, co-funded by the Clothworkers and Nuffield Foundation, students investigate making different symmetrical shapes, using one or more of three given shapes. Students will work logically, identifying and classifying patterns making general statements.

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Scooped from https://padlet.com/kbirt4/resources Museum Template - thinking of creating a mathematics revision exercise with this template. Each room contains a different shape and students have to solve the Area and Perimeter of the shapes presented in the room.

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Scooped from https://padlet.com/kbirt4/resources Museum Template - thinking of creating a mathematics revision exercise with this template. Each room contains a different shape and students have to solve the Area and Perimeter of the shapes presented in the room.

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Use this as a guide if you can't locate a template.

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There's heaps to be found.  This is my favourite. This is only for 5 minutes but there's plenty of others to discover.

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Free HD 5 Minute Countdown - Windy - (20+ Free In Channel)

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Scooped from https://padlet.com/kbirt4/resources Visual Brain Teasers - love this idea. I often have fast finishers and this would be a fun challenge for them while they wait for next transition.

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Scooped from https://padlet.com/kbirt4/resources Visual Brain Teasers - love this idea. I often have fast finishers and this would be a fun challenge for them while they wait for next transition.

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Plenty of great downloads here.

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By incorporating visual brain teaser challenges into your classroom, you're providing your students with the opportunity to develop their critical thinking and logical reasoning skills.

What are the Benefits of Using Visual Brain Teasers for Kids?

develop logical reasoning abilities

develop critical thinking

boost brain activity

provide emotional satisfaction

improve concentration

increase student engagement.

Brain Teasers for the Classroom

You're probably wondering where to go to find some quick and easy brain teasers for the classroom? Well our Visual Brain Teaser Task Cards are a great place to start. These task cards have been arranged into levels of difficulty to help you find what you need and differentiate the challenges you provide to your students.

A set of 20 beautifully illustrated and fun visual brain teaser task cards your students will be begging to try and solve!

How to Incorporate Visual Brain Teasers Into the Classroom

1. Fast Finisher Activities

These task cards are the perfect addition to your fast finisher activities in your classroom. Laminate and store them in a container for your students who finish their set work earlier than others. They can independently pick a task card that they can then solve themselves.

2. Morning Brain Activity

Get your students' brain ticking as they enter the classroom. Display an easy, medium and hard visual brain teaser task card on the whiteboard. Students can then pick the difficulty level they feel comfortable solving.

3. Small Group Dynamics

In small groups, students need to solve a provided visual brain teaser. This provides another dynamic life skill for your students - teamwork. The ability to work effectively in a group is an important skill that children need to learn. Teamwork also helps children feel like they are part of a community.

Bring an element of fun by providing each group with the same brain teaser task card and get them to race against the clock. Which team can work it out first?

Do you use brain teasers in your classroom?

We'd love to hear your ideas in the comments section of this blog!

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Why You Should be Using Brain Teasers in the Classroom

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By incorporating visual brain teaser challenges into your classroom, you're providing your students with the opportunity to develop their critical thinking and logical reasoning skills. develop logical reasoning abilities develop critical thinking boost brain activity provide emotional satisfaction improve concentration increase student engagement.

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Scooped from https://padlet.com/kbirt4/resources 50 Stem activities.  Some great ideas for lessons.

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Scooped from https://padlet.com/kbirt4/resources 50 Stem activities.  Some great ideas for lessons.

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Scooped from Timothy Whyte https://padlet.com/timothywhyte/n08qcjkbmhqltbzn. This looks more suited to Primary, maybe grade 7's.

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Scooped from Timothy Whyte https://padlet.com/timothywhyte/n08qcjkbmhqltbzn. This looks more suited to Primary, maybe grade 7's.

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Blooket is a website that has quizzes on every topic you can imagine. From number laws, To Kill a Mockingbird, and even bones in the human body. No matter the quiz you are after it will be there and you can even create your own.

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Scooped from Tony Page https://padlet.com/tonypage/Bookmarks Microsoft Mathsolver looks like something that could be very helpful in the future.

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Scooped from Tony Page https://padlet.com/tonypage/Bookmarks Microsoft Mathsolver looks like something that could be very helpful in the future.

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Get step-by-step solutions to your math problems

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Microsoft Math Solver - Math Problem Solver & Calculator

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Online math solver with free step by step solutions to algebra, calculus, and other math problems. Get help on the web or with our math app.

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Scooped from Tony Page https://padlet.com/tonypage/Bookmarks      Jamovi can be used for statistical analysis and it's free.

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Scooped from Tony Page https://padlet.com/tonypage/Bookmarks      Jamovi can be used for statistical analysis and it's free.

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Jamovi helps make sense of the world. You can use this tool to make plots and do statistical analyses to learn more about your data

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R integration

jamovi is built on top of the R statistical language, giving you access to the best the statistics community has to offer. would you like the R code for your analyses? jamovi can provide that too.

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jamovi - open statistical software for the desktop and cloud

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jamovi is built on top of the R statistical language, giving you access to the best the statistics community has to offer. would you like the R code for your analyses? jamovi can provide that too.

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Scooped from Tony Page https://padlet.com/tonypage/Bookmarks    Genially looks like a great way to jazz up lesson delivery and formative assessments! Some awesome features and it's free.  

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Scooped from Tony Page https://padlet.com/tonypage/Bookmarks    Genially looks like a great way to jazz up lesson delivery and formative assessments! Some awesome features and it's free.  

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Genially, the platform for interactive animated content

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Engage your audience with clickable, gamified, media-rich experiences. Create your interactive content now!

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Scooped from Tony Page https://padlet.com/tonypage/Bookmarks. This looks great but has limited functionality on the free version. The paid version is $120/yr.

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Scooped from Tony Page https://padlet.com/tonypage/Bookmarks. This looks great but has limited functionality on the free version. The paid version is $120/yr.

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Sutori is a collaborative tool for classrooms, ideal for multimedia assignments in Social Studies, English, Language Arts, STEM, and PBL for all ages.

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Another favourite, but the ending is loud (turn the sound down a bit).

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Another favourite, but the ending is loud (turn the sound down a bit).

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5 Minute Timer BOMB 💣 With Giant Bomb Explosion

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Something a bit different to bring out engagement in lessons!

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5 minute popcorn timer - another favourite of the kids.

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5 minute popcorn timer - another favourite of the kids.

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Kids love Bitmoji. I use a Bitmoji on my slides as a reminder to write things down and to visualise what phase we are doing in GRR.

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Kids love Bitmoji. I use a Bitmoji on my slides as a reminder to write things down and to visualise what phase we are doing in GRR.

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Bitmoji is your own personal emoji. Create an expressive cartoon avatar, choose from a growing library of moods and stickers - featuring YOU! Put them into any text message, chat or status update.

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5 minute countdown timer featuring SpongeBob and upbeat music. The kids love it and it brings a good energy to the classroom (just be mindful of how loud the sound it).

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5 minute countdown timer featuring SpongeBob and upbeat music. The kids love it and it brings a good energy to the classroom (just be mindful of how loud the sound it).

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🧽Spongebob 5 Minute Fun Timer & Happy Kids Music👀

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Scooped from Moodle (Glenda). Some cool stuff, like where to find free music and sound clips.

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Scooped from Moodle (Glenda). Some cool stuff, like where to find free music and sound clips.

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Tags: ICT, Computing, Computer Science, edtech, teaching & learning, flipped classroom, education for teachers, teaching the teacher, teach the teacher, teaching resources for teachers, ​education for teachers, teaching the teacher, teach the teacher, teaching resources for teachers.

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Scooped from https://padlet.com/kbirt4/resources. A great starting point when planning lessons using digital technology - remembering that we are aiming for Modification and Redefinition in our lesson planning.

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Scooped from https://padlet.com/kbirt4/resources. A great starting point when planning lessons using digital technology - remembering that we are aiming for Modification and Redefinition in our lesson planning.

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SAMR apps for iPads.

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The Geometer's Sketchpad - a tangible, visual way of learning mathematics - but it isn't free.

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The Geometer's Sketchpad - a tangible, visual way of learning mathematics - but it isn't free.

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Classroom Activities - The Geometer’s Sketchpad Resource Center

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The Geometer’s Sketchpad is used in classrooms at all levels of the mathematics curriculum. This page gathers information about field-tested classroom activities (including teacher notes, student worksheets, and/or Sketchpad documents), all ready for immediate classroom use. Some of the activities a…

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AITSL (2017) Dynamic geometry software - a proficient teacher explains how he uses GeoGebra in his classroom. They actual topic is open classrooms and how it encourages new technologies in the classroom.

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AITSL (2017) Dynamic geometry software - a proficient teacher explains how he uses GeoGebra in his classroom. They actual topic is open classrooms and how it encourages new technologies in the classroom.

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The teacher explores the benefits of working in an open classroom environment where teachers can see each other using new technologies to engage students in learning. In his case, this has led to teacher collaboration and the sharing of ideas and techniques. In the illustration, the teacher describes in detail one piece of dynamic geometry software that he uses in his mathematics class. The software enables him to focus on higher level concepts rather than on standard mathematical processes. He contends that the learning environment and his use of hardware and software for teaching have led to greater student engagement

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The teacher explores the benefits of working in an open classroom environment where teachers can see each other using new technologies to engage students in learning. In his case, this has led to teacher collaboration and the sharing of ideas and techniques.

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Kahoot! is so much fun and free if you only choose the non premium quizzes, which are getting harder and harder to locate! It is easy to create your own quizzes however, which I am slowing creating and will able to use and improve on each year :)

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Kahoot! is so much fun and free if you only choose the non premium quizzes, which are getting harder and harder to locate! It is easy to create your own quizzes however, which I am slowing creating and will able to use and improve on each year :)

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Kahoot!'s new student passes are a one-way ticket to take students from players to creators! Empower your students to engage in active learning with the tools they need to create and host kahoots that demonstrate their learning to the whole class.

With student passes your class will have access to:

The full functionality of the Kahoot! creator to make fun and engaging kahoots for their peers

Award-winning learning apps from Poio and DragonBox to master everything from the basics of reading and numeracy to algebra, geometry, and even chess

Premium Kahoot! features including exclusive question types like brainstorm, type answer, and puzzles, plus creation tools to create advanced slide layouts with our premium image library

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Make your students the hosts of their own learning experiences

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A student-centered learning platform and content hub designed to help students to take an active role in their education through powerful play

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Plickers is great for formative assessments that are fun and interactive and FREE - with limited ICT (only the teacher needs a smart device). Requires setting up the classroom details, printing out the URL codes and setting up the questions prior to the lesson.

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Plickers is great for formative assessments that are fun and interactive and FREE - with limited ICT (only the teacher needs a smart device). Requires setting up the classroom details, printing out the URL codes and setting up the questions prior to the lesson.

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Formative assessment has never been faster.

Plickers is the free card activity your students will love.

Join millions and play in your next lesson.
Sign up for free
Used by K-12 teachers in over 100 countries

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Formative assessment has never been faster. Plickers is the free card activity your students will love. Join millions and play in your next lesson. Sign up for free Used by K-12 teachers in over 100 countries

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Scooped from Tony page, who scooped from Kimberly Graham. Link to Tony https://padlet.com/tonypage/Bookmarks

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Scooped from Tony page, who scooped from Kimberly Graham. Link to Tony https://padlet.com/tonypage/Bookmarks

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Help your students classify ideas and communicate more effectively with these free graphic organizer templates, available for download. They can be used to structure writing projects and help in problem solving, decision making, studying, planning research, and brainstorming.

Thanks Kimberly Graham
https://padlet.com/kimberleygraham/2iwhf845813505og

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Help your students classify ideas and communicate more effectively with these free graphic organizer templates, available for download. They can be used to structure writing projects and help in problem solving, decision making, studying, planning research, and brainstorming.

Printable Graphic Organizers

Select a blank graphic organizer from the following categories depending on your curriculum needs.

Sequence of Events

Main Topic and Key Details

Compare/Contrast

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Free Downloadable Graphic Organizer Templates

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Use these free graphic organizer templates to help your students communicate more effectively by classifying ideas, structuring writing projects, and more.

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Scooped from Tony Page, who scooped it from Daryl Bond. This looks like exactly what I need for linear and non-linear relationships in Year 9 mathematics (ACMNA214/ACMNA294). Link to Tony https://padlet.com/tonypage/Bookmarks

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Scooped from Tony Page, who scooped it from Daryl Bond. This looks like exactly what I need for linear and non-linear relationships in Year 9 mathematics (ACMNA214/ACMNA294). Link to Tony https://padlet.com/tonypage/Bookmarks

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Best mathematics visualisation tool

Thanks Daryl Bond for this one https://padlet.com/darylbond/edse20016

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Desmos offers best-in-class calculators, digital math activities, and curriculum to help every student love math and love learning math.

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GeoGebra - thinking this would be a great tool for Year 7 Geometric Reasoning

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GeoGebra - thinking this would be a great tool for Year 7 Geometric Reasoning

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GeoGebra - the world's favorite, free math tools used by over 100 million students and teachers

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Free digital tools for class activities, graphing, geometry, collaborative whiteboard and more

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Mind Map of the General Capabilities for Mathematics (ACARA, 2016)

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Mind Map of the General Capabilities for Mathematics (ACARA, 2016)

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The General Capabilities in Australian Curriculum: Mathematics (ACARA, 2016)

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The General Capabilities in Australian Curriculum: Mathematics (ACARA, 2016)

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Collaboration requires carefully designed and challenging tasks - ICT would be an effective way to enhance cooperation in the classroom. This video features Douglas Fisher and Nancy Frey (2021). They break down the phases of the GRR, in particular, the importance of the collaboration phases and how to effectively scaffold the process of learning.

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Collaboration requires carefully designed and challenging tasks - ICT would be an effective way to enhance cooperation in the classroom. This video features Douglas Fisher and Nancy Frey (2021). They break down the phases of the GRR, in particular, the importance of the collaboration phases and how to effectively scaffold the process of learning.

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Integrating ICT into the classroom, shouldn't be checking off a box for meeting our general capabilities. ICT can be so much more!

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Integrating ICT into the classroom, shouldn't be checking off a box for meeting our general capabilities. ICT can be so much more!

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Researching in 2000, Schiller argued that although computers, by this point in history, had been in use in Australian schools for over 15 years “visits to classrooms and principals’ offices indicate that information technology has not yet been integrated into the daily learning activities of the school.” (p.2).  Fast-forward ten years and the issue of technology integration was still on the agenda. In 2010, the Federal Government set out its own Digital Strategy for Teachers and School Leaders that aimed to equip educators with the ability to integrate ICT into their educational practices to provide students with the skills that are required for the 21st Century.

Technology integration does not mean simply teaching basic computer and software skills in the computer laboratory. The mere presence of digital tools in the classroom also does not equate to technology integration. Effective technology integration happens across the curriculum, encourages higher-order creative and critical thinking skills, problem solving, collaboration and results in transformational learning.

What is SAMR?

SAMR is a model designed by Dr. Ruben Puentedura to guide teachers towards effectively infusing technology into their programs. At the Enhancement stage of the model, educators use technology to accomplish traditional tasks.  Moving through the model allows teachers to create student-centred, transformational learning experiences that could not be accomplished without the technological tools.

Image the creation of Dr. Ruben Puentedura, Ph.D.

Dr. Puentedura has included Questions and Transitions Ladders to help teachers make the transitions between each level. Does the concept of the SAMR model feel familiar? Here are some excellent links showing the correlation between the SAMR model and Bloom’s Technology.

Kathy Schrock also has a fantastic infographic on the link between SAMR and Bloom’s.

What does SAMR look like in the classroom?

Key Learning Areas: Human Society and Its Environment and English

Unit of Work: Our Fleeting Past

HSIE Outcome: CCS2.1 Describes events and actions related to British colonisation of Australia and assesses changes and consequences.

Language Function: Recounting (for link to English Programming Starter, click here.)

Task: Students research the kinds of people who were on the First Fleet. They then create a historical recount from the different perspectives of those people.

SUBSTITUTION:

After researching the kinds of people on board the First Fleet, students write a historical recount of what the experience was like from one perspective. Students type out their recount using a word processing program, like Word, rather than presenting it in it’s handwritten form. The technology leads to no or little change in the teaching and learning.

AUGMENTATION:

Students enhance their Word document by embedding content and hyperlinks. At this stage, the learning task is not changed but the features of technology are incorporated.

MODIFICATION:

Students work in small groups so that a variety of researched perspectives are represented. Each group has a wiki where they each post their individual Word Documents. Other group members contribute interview questions, via the Wiki, to explore the different perspectives presented. At this stage of the model, technology is modifying the interactions between user and content and between users themselves. Communication, collaboration and contribution are emphasised at this level. The Modification stage allows for a significant functional change in technology use within the classroom.

REDEFINITION:

Students collaboratively film a news piece, taking on the role of the type of person they have researched. News presenters pose some of the questions developed via the Wiki. The final cut of this news piece is uploaded to a school blog and audience members can provide feedback and ask further questions via the Comments section. At this stage, students are doing something that is inconceivable without the technology. They have taken their learning beyond the walls of the classroom and are seeking feedback from an audience beyond their classroom. At this level of the model, learning tasks and technology exist not as ends but as supports for student learning. Here is an example of a news piece created by students researching the people of the First Fleet.

Feeling overwhelmed about how to use the SAMR model in your classroom to ensure effective technology integration? Here is another clip about SAMR- take note of the message at the end about the Redefinition level not being a mountain summit!

Do you have examples of Redefined learning tasks that you have been a part of in your classroom?

Further reading

Visit Dr. Puentedura’s blog where he posts many of his presentation slides: http://www.hippasus.com/rrpweblog

Kathy Schrock’s site has a plethora of information on SAMR and some excellent links to SAMR resources.

This wiki has many real-life examples of how the SAMR model can be applied in the classroom.

DET NSW (2010) Connected Classrooms Program in Action: Compendium, Sydney: Department of Education and Training, http://www.dec.nsw.gov.au/detresources/ccp_in_action_compendium_FNOouLXKim.pdf

Schiller, J. (2000) Implementation of Computing in Schools by Primary Principals: A Longitudinal Perspective, AARE, Sydney

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Integrating technology into your classroom with the SAMR model - StarTime Studios

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Home→Our Blog→Integrating technology into your classroom with the SAMR model Integrating technology into your classroom with the SAMR model Researching in 2000, Schiller argued that although computers, by this point in history, had been in use in Australian schools for over 15 years “visits to class…

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This is a great - free, and easy to use - Mind Mapping program. See my Mind Map for the General Capabilities for an example ;)

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This is a great - free, and easy to use - Mind Mapping program. See my Mind Map for the General Capabilities for an example ;)

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Structure writing

Use notes and attachments to quickly create a structure for an article or a writing assignment, then create a document outline and continue editing in your favourite writing tool

Create storyboards

Use a frictionless planning canvas to capture and organise your thoughts, and then put them into a powerful storyboard to turn a hierarchy of ideas into a sequence of slides.

Post to social media

MindMup Atlas automatically adds images and contextual information to ensure that your maps show up nicely on Twitter, Facebook, Google+, LinkedIn and Pinterest.

Plan and manage projects

Add measurements to map nodes to automatically calculate cost, completion and other important factors. Manage project progress easily with icons and priorities.

Collaborate easily

Maps saved to MindMup Cloud support concurrent editing for teams and classrooms, enabling you to instantly see updates made to your map by other users.

Attach documents

Add longer text, videos and spreadsheets to your maps. MindMup for Google Drive also allows you to link to other project documents on Google Drive easily.

Add images

Quickly add images and icons to your maps to provide context and illustrations.

Administer easily

Administrators can easily control sharing settings for the entire organisation. MindMup also integrates with Office365 and Google authentication for easy account management.

MindMup Cloud

Free users can create public maps up to 100 KB and save them up to six months. No account or registration needed.

Gold users can create private maps, share and edit concurrently.
Create a new map Open an existing map

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Free online mind mapping. The most productive online mind map canvas on the Web. Supports Freemind mindmap import/export. Easy mindmapping software.

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Saving for later, creative common photo library for use in the classroom.

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Saving for later, creative common photo library for use in the classroom.

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Search now to download properly attributed, Creative Commons photos for school!

Teachers have told us they need a place to access safe images that are available to be used in the classroom and for educational purposes. Plus, they want accurate image citations. We've heard you and created "Photos For Class" to meet your needs for images!

Age Appropriate Images - All images are appropriate for the school setting, thanks to Flickr and Pixabay SafeSearch and our proprietary filters - Read More

Automatic Citation - Downloaded images automatically cite the author and the image license terms - Read More

Creative Commons - All photos shown are, to the best of our (and Flickr's / Pixabay's) knowledge, licensed by Creative Commons for public use

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Photos For Class - The quick and safe way to find and cite images for class!

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The World’s easist way to search for safe, creative commons images and cite them.

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I don't know about you, but I've been using PowerPoint for years, and I had no idea this was possible. Very exciting, I can't wait to give it a go!

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I don't know about you, but I've been using PowerPoint for years, and I had no idea this was possible. Very exciting, I can't wait to give it a go!

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The Mathemagician is a great introduction to Year 7 mental math! The kids loved him.

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The Mathemagician is a great introduction to Year 7 mental math! The kids loved him.

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Lightning calculation and other "mathemagic" | Arthur Benjamin

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This resonates with me. I learn best by doing, rather than listening to instructions.

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This resonates with me. I learn best by doing, rather than listening to instructions.

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Next time something you hear goes in one ear and out the other, you have a built-in excuse. Just blame it on your Achilles' ear-a weakness that lies not in a mythical hero's heel, but in the real-life way the brain processes sound and memory.

That's the suggestion of a University of Iowa study comparing how well we recall something, depending on whether we see it, hear it, or touch it.

Associate professor of psychology and neuroscience Amy Poremba and graduate student James Bigelow asked a hundred undergraduates to participate in two related experiments. In the first, students listened to sounds, looked at images, and held objects. Then, after an interval ranging from one to 32 seconds, they were asked whether various stimuli were the same or different from the originals. In a second experiment, the students were asked to recall sounds, images, and objects after an hour, a day, and then a week. In both instances, the students' auditory recall came in last, lagging far behind the tactile and visual memories, which the students recalled at about the same level. The longer the time that elapsed, the greater the gap became, with auditory memory lagging farther and farther behind the other types of memory.

"Our auditory memory isn't as robust as we might like to think it is," says Poremba. "We think that we are great at integrating all the senses," but the experiment shows that tactile and visual memory easily trumped auditory memory.

The results further suggest that the brain processes tactile and visual memories through a similar mechanism, but that auditory memory is processed differently. This has potential implications for understanding the evolution of the human brain, says Bigelow, since the auditory memory of monkeys and chimpanzees also lags behind their tactile and visual memory.

See Me, Feel Me

As for the here and now, the study holds possible applications for teaching and learning. "This reinforces the importance of multisensory learning and shows that the tactile can be very important," says John Black, Cleveland E. Dodge Professor in the Department of Human Development at Teachers College, Columbia University. Current technology that combines multisensory and multimedia components-such as i-Pads, tablets, and e-textbooks-requires students to touch and move their fingers over the screen to access videos, voiceovers, and additional text, which can enable multisensory processing. "This is not to underplay the importance of the verbal, but it emphasizes that we should not forget about the other aspects. You need them all."

Indeed, the study is a reminder that we need to engage all the senses "to promote learning and memory," says Janet Brain, a learning disabilities specialist in New York. That approach is already "the hallmark of much of the reading instruction that's done with dyslexic children."

Technology Can Help

Along with Black, she finds that technology provides many possibilities for multisensory learning. Interactive computer graphics and videos that add more senses to the mix can "make visual cues much stronger" and "improve visual memory," she says-and can also increase attention span. In other words, the more varied ways in which you are exposed to and interact with the material, the more likely you will be to remember it.

And if you want a practical example of what can happen when you use primarily one-as opposed to multiple-senses in teaching, Brain points to the once ubiquitous approach to teaching foreign languages known as the audio-lingual method. One reason for its mixed success, Brain suggests, is that the language labs that were central to the approach could make for a kind of auditory vacuum, with students spending hours listening to audio recordings and sentence drills. Less emphasis was given to connecting the words heard to objects that would help endow meaning to the words and sentences in the drill-like passing around an apple when students learn the French word for the fruit, pomme.

The final takeaway may come from a Chinese proverb, say Poremba and Bigelow: "I hear and I forget; I see, and I remember."

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A Message From Your Brain: I'm Not Good At Remembering What I Hear

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Next time something you hear goes in one ear and out the other, you have a built-in excuse. Just blame it on your Achilles' ear-a weakness that lies not in a mythical hero's heel, but in the real-life way the brain processes sound and memory.