# data[].attributes.body
In my social studies class students examine a series of sources that provide multiple perspectives and evidence as to what may have led to King Tut's death. (Content Knowledge) From these sources students collaborate with each other to discuss the possible causes and reasonings King Tut died at a tragically young age, and then write a "briefing report" explaining what they believed happened and supporting evidence from the text to prove their theory. (Pedagogical Knowledge) Once they have completed their "briefing report," students create a multimedia presentation using their choice of digital tool so that they can present their argument to a jury of their peers (the class). (Technological Knowledge) -Kyle Ruppert

# data[].attributes.body
Students are currently in their research writing unit. We began a lesson by generating "big" questions and "supporting" questions to guide our research. I modeled an example of each (PCK/TCK), asked students to work in groups to write supporting questions (PCK). I wanted students to be able to see what their classmates in other groups wrote for supporting questions. I had students join a collaboration board on Nearpod and told group members to split up the questions that they wrote and add to the collaboration board. Once all questions were displayed, we were able to weed out repeats. Finally, I asked students to "like" two questions from another group that they thought were strong. We could easily start to see what questions students thought were well written. They could then add those questions to their notes. A low tech way to do this would be with butcher paper and sticky notes.

# data[].attributes.headline
Teaching Order of Operations and Exponents

# data[].attributes.subject
Teaching Order of Operations and Exponents

# data[].attributes.body
I teach one section of a sixth grade math class geared towards students who are not quite below grade level, but need a more intense direct instruction math class. In my regular ed math class I was able to teach the order of operations and review exponents within the same lesson and 90% of my students aced their lesson check exit slip. For this new class, I needed to rethink that approach and ended up splitting the order of operations into two lessons, one for JUST learning about exponents and how they work, and one for the order of operations. Literally today I just taught the new class how to work with JUST exponents and it took a while but by the end of the lesson they understood it, so then tomorrow when we get back to order of operations and incorporate exponents, it will be more like fitting a piece into a puzzle that the students can already understand rather than figuring out what the piece is in the first place.

# data[].attributes.body
I teach a 9 - 12 grade visual media class. It is a project-based course that focuses on digital photography, image manipulation, design principles, and typography. We primarily use Adobe Photoshop and InDesign. At the beginning of the semester, we learned about design principles which is heavily content focused. Then the students are now applying those design principles while learning how to use Photoshop. I feel like I have an advantage to be able to adapt these models since my courses are so heavily tech focused.
Thank you,
Zahra Kazmi

# data[].attributes.body
In social studies I teach my students about the 13 colonies and each one was unique in their resources and beliefs. After teaching about each of the colonies, I have students partner up to create an advertisement for the colony of their choice. To do this I have them use things google docs/slides to organize their advertisement and then loom to screen record and talk over their information in the form of an advertisement.

# data[].attributes.body
I am currently combining my writing and technology time to have students create their informational pieces on storyjumper instead of simply writing a piece on paper or typing it. I had many options of technology to choose from, but landed on storyjumper as it was the most simplistic form yet capable of creating the final project that would best represent an informational piece. We spent technology time understanding how to use the tool and writing time figuring out how to use the tool to complete student's informational piece. The technology allows for students to easily add text features which is a huge part of informational writing.

# data[].attributes.body
I teach 6 sections of 6th grade math everyday with one of those sections being an honors course. This is the first year we have decided to teach the honors course a grade level ahead. I struggled with how to implement this because this group of students still had to be taught the 6th grade content before being moved on to the 7th grade content. My use of technology and using the big ideas math platform really has helped with this. Teaching this class I can quickly teach a 5-10 minute mini lesson on the topic and then have students work on their assigned online homework through our online curriculum. This allows students to work at their own pace, help each other out, and allows me to help students who are struggling to understand concepts. This is very different from my other sections of math I teach as it is much more student paced which tends to go quicker, but now I am starting to question if I should be teaching all of my classes this way.

# data[].attributes.body
During math, I see myself using TPACK. This week we were focusing on solving two-step story problems. I modeled how to solve a 2-step story problem (The Content Knowledge).  I used Pear Deck for this lesson. I posted a problem on the board and students were able to respond on the Pear Deck slide. I was able to immediately see how the student was solving the problem and provided feedback (Pedagogical Knowledge). Then students were able to view each other’s work on the smartboard because I can scroll through all of their responses. After sharing their responses, I have students work together on an assignment on their Chromebook. For this activity, they are to utilize the I ready application. The I ready application explains the concept using videos and pictures and then they are to complete practice problems( Technological Knowledge). I can check how they did on the teacher I ready website. This is an example of a lesson where TPACK Model is used. -Lilly Carrillo

# data[].attributes.body
I use PCK in my classroom everyday without realizing it. I take my understanding of curriculum and my knowledge of how I need to design instruction for my students and scaffold content in order to reach all students. For our argumentative writing unit, I need to reach all learners while meeting content standards. I recently redesigned my argumentative unit in order to fit the pedagogical content knowledge model. I begin by analyzing articles with students, collecting information, and writing a sample planner with them. Then, when they have a foundation of the writing process, it is their turn to write. I then break down each step in the writing process from collecting research, to listing all pros and cons, to formulating a strong claim, all the way through explaining their argument and supporting it with evidence. By breaking up the learning into chunks and providing tolls with each chunk allows students to break down the writing process.

# data[].attributes.body
I use PCK in my classroom everyday without realizing it. I take my understanding of curriculum and my knowledge of how I need to design instruction for my students and scaffold content in order to reach all students. For our argumentative writing unit, I need to reach all learners while meeting content standards. I recently redesigned my argumentative unit in order to fit the pedagogical content knowledge model. I begin by analyzing articles with students, collecting information, and writing a sample planner with them. Then, when they have a foundation of the writing process, it is their turn to write. I then break down each step in the writing process from collecting research, to listing all pros and cons, to formulating a strong claim,  all the way through explaining their argument and supporting it with evidence. By breaking up the learning into chunks and providing tolls with each chunk allows students to break down the writing process.

# data[].attributes.body
This year, my school created another team that is geared towards students who have struggled academically in the past few years and need a slower paced, more attentive learning environment. When teaching our one/two step equation unit, I knew there needed to be scaffolding and multiple experiences with the content in order for students to become comfortable and confident with the material. As a result, they are first given a few fill in the blank notes and 2-3 examples are modeled by me. Then, 1-2 problems are done as a whole class with multiple students sharing the steps to solve the problem. Next, students are given 6 problems to try on their own and then we review them as a class. During this time, students may verbally or physically share their results/process. After, students are given an assignment that provides them immediate feedback. One of the activities they and I enjoy using is pixel art. Students are still required to show their work on a piece of paper but they then plug their answer into an Excel document. If they are correct, the boxes become filled with color to eventually reveal a picture. It is a lot more fun and engaging than just a Google Form and it prevents students from just rushing to hand in their work. If the picture isn't complete, they don't get credit until it is.

# data[].attributes.body
In social studies, my students end their influential people unit by researching their own influential person. The students collaborate and research an influential person of their choice. The research is done through reputable sources online. Then, students create digital timelines and presentations to teach their peers about the individual. I have seen students use everything from Prezi to Jamboards to present their specified person. It's unique to see students explore technology through their own choices.

# data[].attributes.body
A project we will be starting next week is a combination of writing and technology. We will be using Book Creator as our technology piece to write an informational book about our classroom. Students will spend time in writing, organizing their book and what they would like to include on each page. Then students will include information and pictures on book creator to explain our classroom. They will be able to access several different things such as the camera on their Chromebooks and a voice recorder to insert into their Book Creator. Students will then be presenting this book creator to their parents when they come in for Open House here in a few weeks!

# data[].attributes.body
I also use PCK when I plan a writing unit.

As an educator, I feel I have the content knowledge to teach my students about writing fluent sentences and organizing our writing with the appropriate text structure. However, my pedagogical knowledge kicks in when I have to teach these skills. I use my PCK (pedagogical content knowledge) when I access my students' different learning styles to teach these skills and organize our writing. For example, this week we reviewed cause-and-effect. We had a basic lecture/notes lesson. Then, we had a scaffolded application of this skill before students participated in a scavenger hunt that took them all around my classroom. This was also made available digitally using Google Slides. My students were engaged throughout each lesson, and these activities helped prepare them for larger-scale cause-and-effect writings that we will be doing in the future.

# data[].attributes.body
In social studies one of the units in 1st grade is, who makes history. Throughout this unit we discuss various people and events that are important in history. At the end of the unit, the students get to choose a person or an event that they would like to learn more about. They get the opportunity to research their topic using websites like pebble go, brain pop, pbs kids, epic books, etc. After they have researched their topic, they put together a presentation to share with the class. In the past students have created videos on Seesaw, used PowerPoint and google slides, and created a digital poster to share about their topic. It is interesting to see what types of online resources each of my students use to research, and the ideas they have for presenting their information to the class. -Amanda Dytrych

# data[].attributes.body
During our unit on WWII, I have my students create a presentation on something that they are interested in about the war. I let them choose whether it is a battle, person, concept, any other aspect, etc. The students are able to choose someone to work with on this and create a multimedia presentation using the platform of their choice. They use online primary and secondary sources to find the information about their selected topic. When finished, the students teach their peers about their project. The students are always excited that they are able to pick the topic they want and able to create their presentation how they want, although some struggle with the lack of specific instructions/guidelines.

# data[].attributes.body
One of the hardest things for me is using TPK successfully in the classroom. One area that I really broke this down recently in is the topic of opinion writing in my classroom. We start very basic with just talking about what a fact or opinion is. Then we explicitly model step by step and scaffold to where students start to write their opinions. One of the things I really wanted to focus on, was giving all students the access to show that they can indeed formulate an opinion and use logical reasoning with their opinion. Writing an opinion can however be challenging. I decided to allow students to use a technology piece as an option in hopes that it gives them access to share their opinions without being limited with just writing. Students can use Google Slides, SeeSaw and Flipgrid to share their opinions and why. Once I see that students are able to do these tasks, then we can move to the grammar foundations in writing. I am hoping this outlet allows students to be a little more creative and excited about a task that at times can be tricky! -Claire Ham

# data[].attributes.body
When learning about TPACK, I feel there are a lot of ways I could use TPACK to increase my students knowledge, skills and learning using technology. For now, I feel I use more TCK where I provide content and then provide students with the opportunity to use technology to present their knowledge. Tools like google slides or google docs are as creative as we get right now. But I do believe there are more tools out there I can become more familiar with.

# data[].attributes.body
I feel like many others in the sense that I use this form a lot more than others in the sense that I have a pretty strong concept of content knowledge and I have a decent understanding of how my students respond to the various ways I use to teach content and I just go with it. By looking at and taking into consideration how my students learn best and what fits their learning styles. Sometimes I think that if I try something new or stray from what the "norm" is in my classroom to far then students will have a hard time managing the change, but at the same time, unless I just give it a go and make a change, I will be doing the same thing until next fall when I get new student in all of my classes.

# data[].attributes.body
I believe that the vast majority of my teaching involves PCK. Band and choir are unique in the sense that while knowledge/skill of playing an instrument or singing does improve and grow over time, it is entirely possible that directors could teach the same content (repertoire) in the same way for 5 days and yield different results every single time. Band and choir classes are collaborative. Each class/ensemble functions most efficiently when every student understands how to play their part independently within a larger group. I know how to play/sing every piece I put in front of my bands and choirs, but how I teach the students to learn their parts independently is what really makes a difference in their learning. When there are problem areas in our concert selections and I need to make sure that my students learn how to read and play their parts correctly, I take the time to really consider how I might alter my instruction so that I can reach every student.