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This is a fantastic website containing newsletters with information on TPACK for teachers.

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technological pedagogical and content knowledge  tpack tpck

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Technological Pedagogical and Content Knowledge

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This is a great article that explains how hierarchical ordering of cognitive skills is used by teachers to teach and how students learn.

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by TeachThought Staff

In one sentence, Bloom's Taxonomy is a hierarchical ordering of cognitive skills that can, among countless other uses, help teachers teach, and students learn.

For example, Bloom's Taxonomy can be used to:

create assessments

frame discussions

plan lessons (see 249 Bloom's Taxonomy Verbs For Critical Thinking)

evaluate the complexity of assignments

design curriculum maps

develop online courses project-based learning (often through project-based learning ideas)

self-assessment

See How To Teach With Bloom's Taxonomy for more reading.

A Brief History Of Bloom's Taxonomy Revisions

Bloom's Taxonomy was created by Benjamin Bloom in 1956, published as a kind of classification of learning outcomes and objectives that have, in the more than half-century since, been used for everything from framing digital tasks and evaluating apps to writing questions and assessments.

The original sequence of cognitive skills was Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The framework was revised in 2001 by Lorin Anderson and David Krathwohl, yielding the revised Bloom's Taxonomy. The most significant change to the Cognitive Domain was the removal of 'Synthesis' and the addition of 'Creation' as the highest level of Bloom's Taxonomy. And being at the highest level, the implication is that it's the most complex or demanding cognitive skill-or at least represents a kind of pinnacle for cognitive tasks.

See also 100 Bloom's Taxonomy Verbs For Critical Thinking

How Bloom's Taxonomy Is Useful For Teachers

In a separate post, we're going to cover exactly how Bloom's can be used by teachers. There are many reasons for the popularity of Bloom's Taxonomy (that likely deserve an article of their own to explore). For now, it's clear that many educators love Bloom's because, among other virtues, it gives them a way to think about their teaching-and the subsequent learning of their students.

As mentioned above, the framework can be used to create assessments, evaluate the complexity of assignments, increase the rigor of a lesson, simplify an activity to help personalize learning, design a summative assessment, plan project-based learning, frame a group discussion, and more. Because it simply provides an order for cognitive behaviors, it can be applied to almost anything. (You can see one example here-one of our teaching materials that combined Bloom's Taxonomy with common digital tasks.)

The image above visually demonstrates the levels of Bloom's Taxonomy as a spectrum rather than a hierarchy to allow for room for the 'power verbs' that can act as synonyms (and thus activity ideas) for teachers planning lessons and units.

There are six levels in Bloom's Taxonomy (the initialism RUAAEC may be useful to recall the levels).

The 6 Levels of Bloom's Taxonomy

1. The first level is to Remember.

Example activities at the Remembering level: memorize a poem, recall state capitals, remember math formulas

2. The second level is to Understand.

Example activities at the Understanding level: organize the animal kingdom based on a given framework, illustrate the difference between a rectangle and a square, summarize the plot of a simple story

3. The third level is to Apply.

Example activities at the Application level: use a formula to solve a problem, select a design to meet a purpose, reconstruct the passage of a new law through a given government/system

4. The fourth level is to Analyze.

Example activities at the Analysis level: identify the 'parts of' democracy, explain how the steps of the scientific process work together, identify why a machine isn't working

5. The fifth level is to Evaluate.

Example activities at the Evaluation level: make a judgment regarding an ethical dilemma, interpret the significance of a given law of physics, illustrate the relative value of a technological innovation in a specific setting-a tool that helps recover topsoil farming, for example.

6. The sixth and highest level is to Create.

Example activities at the Creation level: design a new solution to an 'old' problem that honors/acknowledges the previous failures, delete the least useful arguments in a persuasive essay, write a poem based on a given theme and tone

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What Is Bloom's Taxonomy? A Definition For Teachers

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Bloom's Taxonomy is a hierarchical ordering of cognitive skills that can, among countless other uses, help teachers teach and students learn.

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An article explaining how to use the SAMR model in our classrooms.

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Practitioners and leaders in digital innovation have been using technology to enhance the curriculum for some time, and our member stories illustrate how much good practice has been established. However, how do we know if this practice is transforming the way we deliver our curriculum? And, what can we do to find out?

Digital teaching and learning models

Models can help you identify which digital practices have become embedded in your curriculum and whether they are starting to bring about digital transformation. One such model is SAMR and it has received a lot of attention in recent times.

What is SAMR?

SAMR (substitution, augmentation, modification and redefinition) was developed by Dr R. Puentedura, following research into how the use of digital technology was transforming classroom-based teaching and learning.

The diagram below explains the four categories.

The first two categories, substitution and augmentation, describe a situation where the technology is either directly replacing an existing process or has replaced an older technology, but with little gain. Think about how interactive whiteboards replaced overhead projectors. Ok, the technology was more advanced, but the teaching mostly remained the same. Where digital use matches substitution or augmentation, the technology is said to be enhancing the existing teaching practice.

The next two categories, modification and redefinition, describe how digital use has led to a significant change in the way teaching and learning is planned and delivered. If the introduction of technology has created a brand new practice, then redefinition has taken place. Collectively, these two categories are more likely to promote digital transformation.

Applying SAMR to digital practice

Talk to people and they'll tell you that their overriding desire for technology is to see it transform the student experience. So, how can you use SAMR to achieve this?

We could use SAMR to carry out a simple benchmarking exercises against the available technology for learning and teaching. However, there's a risk that this diverts our attention to the technology rather than the outcome of our effort to change the way we deliver learning and teaching.

A more useful exercise would be to use SAMR as an audit tool to assess how the use of technology is shaping teaching and learning practice. This would provide valuable insights for individual teachers, while assisting leaders to identify where the investment in digital practice is bringing about worthwhile benefits, for example, with better management of resources.

How can SAMR inform the next steps?

Once we know how technology is shaping our learning and teaching practice, it can be used to inform our plans for innovation.

Start by asking 'how can we use SAMR to extend our practice and improve the student experience?'

Teachers could audit a specific example where their use of technology is just substituting or augmenting practice. Alternatively, you might choose to use SAMR to improve the procurement of new technology by asking whether the investment in technology is likely to lead to worthwhile digital transformation.

As you become familiar with SAMR, it's helpful not to see SAMR as hierarchical - that redefinition is the goal for the application of all technology. There will be situations when it's appropriate for technology to substitute or modify an existing practice.

Alternative models

A few other models you may be familiar with are the TPACK (technological pedagogical and content knowledge) or the RAT (replacement, amplification and transformation) model.

The wider picture

Addressing the challenge for more flexible study patterns is closely tied to digital transformation.

Our tackling digital transformation together event brought experts together to discuss what digital transformation is and is not.

We must remember that innovation doesn't have to be all about using the most advanced technology.

Related guidance

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Applying the SAMR model to aid your digital transformation

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A quick guide to help digital leaders and practitioners identify and amplify transformative digital practice.

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Thanks to Alyssa Riddell for sharing this fantastic website with resources to use.

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Classroom resources | eSafety Commissioner

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Discover resources designed to help schools and other educators teach online safety lessons.

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I found this great resource to help develop my lessons around food packaging.

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Home

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Scoop.it enables professionals and businesses to research and publish content through its content curation tool.

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An insightful article with survey results showing statistics regarding food packaging, from consumers in America.

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Dive Brief:

Grocers face a gap between consumers' desire for sustainable food products and packaging and their perceptions of how food retailers are measuring up, according to a recent survey from data and software firm Retail Insight.

Seventy-seven percent of the 1,000 U.S. consumers surveyed by the firm said they have tried to be more sustainable in their consumption habits in the last 12 months. Nearly half (49%) said they would pay more for green goods, which bumped up to 64% among millennials.

But what shoppers want isn't matching up with what they are finding in grocery stores, with 67% saying retailers havemore work to do to boost their sustainability credentials, Retail Insight found.

Dive Insight:

As grocers look to tap into the consumer base looking to support food brands and retailers helping the environment, Retail Insight's findings indicate they have significant work to do in order to win their trust.

"[Consumers] are actively choosing brands who are genuinely committed to reducing their environmental impact on the planet," Paul Boyle, CEO of Retail Insight, said in a statement. "And this isn't just impacting sales, it's redefining customer loyalty; our research shows that 55% of shoppers would be more loyal to a grocery store brands if they perceived the business to be green."

Retail Insight's findings are similar to recent findings by Cargill that said 55% of global consumers are more likely to purchase a packaged food item with a sustainability claim on the label, up four points from the company's survey in 2019.

Insufficient food waste reduction goals and wasteful packaging stand out to shoppers

When outlining their top sustainability concerns with food retailers, roughly 70% of shoppers noted wasteful packaging for goods at food retailers and not enough focus on food waste reduction in grocers' sustainability targets. Sixty-one percent said retailers are doing too much promotion of "obvious" green efforts, like recycling, and should instead focus on other areas, like food waste.

Many consumers are wary of "green-washing," or exaggerating environmental benefits: 54% surveyed said they think grocers too often give lip service to sustainable initiatives and only 6% said they perceive supermarkets' sustainability programs stemming from genuine environmental concern.

Retail Insight's findings suggest grocers can improve communication around their sustainability efforts, like providing updates on milestones achieved or sharing what new steps they are taking, particularly around food waste.

Sustainability is a wide-ranging area for grocers to tackle, from turning to renewable energy sources to addressing food waste. The Food Industry Association last week outlined five key ways food retailers can step up their efforts to cut back food waste, including expanding donations of surplus food, developing a composting strategy and standardizing expiration package labeling.

Grocers who succeed in convincing customers of their sustainability efforts can reap financial awards. Along with the almost half of consumers who said they would pay more for green goods, 52% said they would be OK with their weekly grocery bill increasing if it meant they could help the planet, the research found.

Retail Insight pointed to Nielsen's estimate in 2018 that the U.S. sustainable fast-moving consumer goods market would hit $150 billion in sales by 2021.

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Grocers have work to do on sustainability, survey shows

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Grocers face a gap between consumers' desire for sustainable food products and packaging and their perceptions of how food retailers are measuring up, according to a recent survey from data and software firm Retail Insight. Seventy-seven percent of the 1,000 U.S.

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I have found this resource to be quite helpful as I have been developing lesson plans around food packaging.

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Curriculum alignment

Years 9 and 10 Science

Year 9 Science Understanding

Chemical reactions, including combustion and the reactions of acids, are important in both non-living and living systems and involve energy transfer (ACSSU179 - Scootle)

Year 10 Science Understanding

Years 9 and 10 Science as a Human Endeavour

Advances in scientific understanding often rely on technological advances and are often linked to scientific discoveries (ACSHE192 - Scootle)

Years 9 and 10 Science Inquiry Skills

Formulate questions or hypotheses that can be investigated scientifically (ACSIS198 - Scootle)

Critically analyse the validity of information in primary and secondary sources, and evaluate the approaches used to solve problems (ACSIS206 - Scootle)

Years 9 and 10 Design and Technologies

Knowledge and Understanding

Processes and Production Skills

Green packaging

Years 9 and 10

Learning intentions

Students will:

understand the physical and chemical changes food can undergo, and how packaging protects food

evaluate the environmental impact of packaging materials relative to their function and cost

design and test a packaging prototype for the circular economy.

Learning hook

1. Watch Sir David Attenborough's plastic message and read an article from ABC Science about the rate of plastic pollution.

2. Explain to students that a third of household waste is typically food packaging. In Rethinking plastic packaging, Unilever report that only 14 per cent of plastic packaging used globally is recycled, while 40 per cent ends up in landfill, and 30 per cent ends up in fragile ecosystems[1] .

3. Most of the world's population lives in cities, where there are few options for independently growing food. Consequently, 3.5 billion people in cities buy their products away from home - and these products usually come packaged.

Explain that as a class, we're going to investigate more sustainable packaging solutions.

Sir David Attenborough's plastic message

Girls in focus

Research has shown that girls are interested in careers in which they can 'do good'. This topic shines a spotlight on a significant global problem and shows how a range of STEM practitioners are seeking solutions.

Learning input

Introduce students to the functions of food packaging:

to keep the food clean

to protect the food from unwanted physical and chemical changes (such as oxidation and destruction from insects) and to facilitate desired physical changes (such as heating and cooling)

to identify the product and provide sales appeal

to be inexpensive and economical, both in material and transportation.

Learning construction

1. Students explore why there are different designs for packaging. For example, the teacher can model comparing a plastic drink bottle to a bag of flour.

In small groups, students compare packaging for different products.

For each package, they should:

Students can also use online catalogues to investigate whether there are other packaging options for that product.

2. At home, students examine their recycling and other waste and suggest products that would most benefit from redesigned packaging. The class collates these findings to develop a short list of products to use as the basis for the engineering challenge.

Girls in focus

The opportunity to physically manipulate and investigate different types of packaging in a collaborative environment encourages girls to engage with the topic.

Learning input

1. Introduce students to the concept of the circular economy: that we should keep resources in use for as long as possible, as opposed to a traditional economy of make, use, dispose. Watch the clip Re-thinking progress: The circular economy from the Ellen Macarthur Foundation.

2. Explore local achievements: Scientia Professor Veena Sahajwalla, a materials scientist, engineer and innovator from UNSW has developed the world's first micro-factory. To find out more, watch the clip Micro-factories.

3. Now have students read an article from National Geographic and complete a jigsaw activity: students research one of the innovative packaging solutions in the article then share their findings with a small group of students. (Note that the links are embedded in the article.)

Re-thinking progress: The circular economy

Micro-factories

Girls in focus

Many girls don't see STEM careers as creative or collaborative. The National Geographic article mentions Tomorrow Machine, a Swedish design studio specialising in package, product and food concepts. Tomorrow Machine is led by two women, Hanna Billqvist and Anna Glansén, and their website provides examples of beautiful, creative food packaging designs.

Check out Tomorrow Machine here

Learning construction

Packaging engineering challenge

Using the list of products requiring a new packaging approach they compiled earlier, students work in groups to select a product and design a new approach to its packaging that will reduce environmental impact.

Students need to consider:

Material

As part of understanding food protection requirements, students should research potential environmentally friendly materials, then design an experiment to test different materials with their product. They can review an experiment from Science Buddies and modify it to test their product.

Form

Students build a prototype of their design, showing how it is constructed, and how it can be disposed of.

Part D

Students pitch their design to a panel of community members, including supporting evidence for their material choice and form design.

Girls in focus

Girls may need additional support in the prototype-building phase of the project, as some may not have had extensive experience in manipulating materials. Ensure that girls are not relegated to non-technical roles in the group. Consider collaborating with a Design and Technologies teacher and providing an extra session for students to learn how to use workshop tools and manipulate materials. Promote a growth mindset by offering specific praising for effort, strategies and behaviours.

Rubric

Assessment

Packaging engineering challenge

Criteria

Beginning

Achieved

Exceeded

Top

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data packaging science scientific including design technologies processes solutions appropriate green ideas

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Curriculum alignment Years 9 and 10 Science Year 9 Science Understanding Chemical reactions, including combustion and the reactions of acids, are important in both non-living and living systems and involve energy transfer (ACSSU179 - Scootle) Year 10 Science Understanding Years 9 and 10 Science as a Human Endeavour Advances in

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This provides an overview of the Design and Technologies Curriculum for Year 7-10 and the relevant stands.

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Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed.

By the end of Year 8 students will have had the opportunity to create designed solutions at least once in the following four technologies contexts: Engineering principles and systems, Food and fibre production, Food specialisations and Materials and technologies specialisations. Students should have opportunities to design and produce products, services and environments.

In Year 7 and 8 students investigate and select from a range of technologies − materials, systems, components, tools and equipment. They consider the ways characteristics and properties of technologies can be combined to design and produce sustainable designed solutions to problems for individuals and the community, considering society and ethics, and economic, environmental and social sustainability factors. Students use creativity, innovation and enterprise skills with increasing independence and collaboration.

Students respond to feedback from others and evaluate design processes used and designed solutions for preferred futures. They investigate design and technology professions and the contributions that each makes to society locally, regionally and globally through creativity, innovation and enterprise. Students evaluate the advantages and disadvantages of design ideas and technologies.

Using a range of technologies including a variety of graphical representation techniques to communicate, students generate and clarify ideas through sketching, modelling, perspective and orthogonal drawings. They use a range of symbols and technical terms in a range of contexts to produce patterns, annotated concept sketches and drawings, using scale, pictorial and aerial views to draw environments.

With greater autonomy, students identify the sequences and steps involved in design tasks. They develop plans to manage design tasks, including safe and responsible use of materials and tools, and apply management plans to successfully complete design tasks. Students establish safety procedures that minimise risk and manage a project with safety and efficiency in mind when making designed solutions.

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Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed. By the end of Year 8 students will have had the opportunity to create designed solutions at least once in the following four technologies contexts: Engineering principles and systems, Food and fibre production, Food specialisations and Materials and technologies specialisations.

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Using Google Forms I have been able to create and Escape Room activity for my Year 9 class.

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Great sources and ideas for teaching food sustainability.

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Rob and Melani Walton Sustainability Solutions

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The Sustainability Teachers' Academy team is committed to creating and providing curricular resources that span a diverse range of topics-including food systems sustainability, quality of life and well-being, decision-making for sustainability, and much more. Our lessons are applicable for grades 6-9 with variations presented that will enable you to tailor the activity for a younger or older audience.

Sustainability is an interdisciplinary topic, hence our lessons can be used across all class subjects. The resources provided here are part of the broader suite of resources and support that teachers receive when participating in the National Sustainability Teachers' Academy.

Activities

Bell Ringers

Mini Debates

Life Cycle Analysis

1-2-3 Presentations

Lessons

Defining Sustainability

A Closer Look at Our Human Footprint

A Locust Story

Future of a Vacant Lot

Identifying & Analyzing Sustainability Problems

How to Analyze Sustainability Problems - Food Deserts

Our Cities

Visualizing Sustainability: PhotoVoice

Sense & Sustainability

You are Here

Choosing Sustainability

Measuring Your Eco Footprint

Neighborhoods for Happiness

Zero Food Waste Challenge

Food Systems are Dynamic

Teaching Sustainability with Flash Fiction

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Resources - Sustainability-based lesson plans for teachers

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The Sustainability Teachers' Academy team is committed to creating and providing curricular resources that span a diverse range of topics-including food systems sustainability, quality of life and well-being, decision-making for sustainability, and much more. Our lessons are applicable for grades 6-9 with variations presented that will enable you to tailor the activity for a younger or older audience.

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Some great ideas for students to use when they are tasked to create solutions to food upcycling.

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The upcycled food movement continues to make strides in addressing food insecurity across the globe.

Each year, more than $1 trillion worth of food throughout the global supply chain is wasted.

"Think about if there was an oil pipeline, crude oil pipeline somewhere in the world, where a trillion dollars worth of crude oil leaked out every year," explained Turner Wyatt, CEO and founder, Upcycled Food Association. "That would be ridiculous, right? The oil and gas industry would figure out some way immediately to close that leak in the pipeline."

Wyatt, along with Dr. Jonathan Deutsch, professor and director at Drexel University's Drexel Food Laboratory and Anna Hammond, founder and CEO, Matriark Foods, recently spoke to attendees about the state of upcycled food and its impact on food security in a virtual event titled, "Growing the Upcycled Food Economy." The event was hosted by the Northeast Recycling Council.

The "trillion-dollar leak" in the food supply chain is detrimental in a world where 690 million people face hunger each year, according to the United Nations. This also is important because food waste is a huge contributor to climate change, Wyatt said. Food left to decompose in landfills produces greenhouse gases that damage the Earth's protective layer.

Wyatt referenced Project Drawdown's research that indicates preventing food waste as the "number one most effective solution to prevent global warming at two degrees Celcius, or 35.6 degrees Fahrenheit.

"It's a huge problem socially, and so we need to figure this out," he stressed.

The UN's Sustainable Development Goal is to cut food waste in half by 2030, which means there is a lot of work to be done to divert the nearly 500 million tons of food that is wasted annually. Solutions are necessary, and solutions that scale rapidly are crucial. One such answer is the upcycled movement.

Wyatt said that "the upcycled movement is really exciting, because it's an opportunity not only to prevent food waste, but to do it right now, which is exactly what we need. So, here we are, at the beginning stages of building this really powerful new movement, that gives us an opportunity to solve the most important solution to climate change and unlock a trillion dollars all at once."

In order to accelerate solutions to food waste, a group of upcycled businesses came together in October 2019 to research ways to systematically grow upcycling - or creating new products out of food that would otherwise be thrown away or wasted.

The goal was to grow the number of products that used upcycled ingredients via grants and to put the movement in the spotlight for consumers.

The first step was to define upcycled food. Once that was achieved, a standard was developed to determine what exactly met the definition of upcycled food. This process took a year and a half. The end result was the Upcycled Food Program Standard. Products made from upcycled foods can now showcase their efforts to consumers with a logo, a designation that they are fighting food waste.

"We've been developing this certification, that is not only a way of providing a great degree of rigor and excellence within the industry to make sure that we're remaining focused on our values of preventing food waste with the growth of the upcycled industry, but it's also a huge consumer education tool because you're going to start seeing this on packages all over the world," Wyatt said.

Because early research indicated that 97% of consumers thought positively about grocery stores that carried upcycled products, retailers were likely to accept the standard.

Wyatt explained that "it's a huge opportunity to spread the word about upcycled food to millions of people all over the world, and no one business can do that on their own. We have to work together. But what if we align the voice of hundreds of businesses all saying the same thing and all using the same messaging and showing consumers this logo, this mark, kind of the banner of this movement, then educating millions of consumers becomes possible."

Because the majority of consumers indicated that they were willing to purchase upcycled foods, this new certification process provides recognition, therefore increasing demand for these types of products in the long run.

"It's because everyone wants to prevent food waste. We all learn that preventing food waste is necessary for a variety of reasons," Wyatt commented. "It completely transcends politics and geography. And it's something that 99% of people agree on."

Coupled with the environmental reasons are the economic reasons that make upcycled food so appealing.

Wyatt concluded, "Upcycling helps us to prevent food waste in a consumer-driven way by educating consumers ABOUT the impact that their purchases have every time they enter a grocery store on the problem of food waste and therefore climate change. And what we end up with is a powerful solution to prevent food waste at scale."

Editor's Note: The Northeast Recycling Council recently hosted a webinar that explored the state of upcycled food. In this three-part series, readers will have an in-depth look at how organizations and researchers are working to divert food waste into new products, or upcycling. In part one, Turner Wyatt, CEO of Upcycled Food Assocation, describes how upcycled food organizations are collaborating to find solutions too food insecurity and waste. In part two, Anna Hammond, Founder and CEO, Matriark Foods, discussed the current state of the food supply chain. In part three, Dr. Jonathan Deutsch, professor and director at Drexel University's Drexel Food Laboratory, talks about the social and economic value of upcycled food products. The webinar can be viewed in its entirety here.

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How Upcycling Fights Food Insecurity and Climate Change - Part 1

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The upcycled food movement continues to make strides in addressing food insecurity across the globe. Each year, more than $1 trillion worth of food throughout the global supply chain is wasted. "Think about if there was an oil pipeline, crude oil pipeline somewhere in the world, where a trillion dollars worth of crude oil leaked out every year," explained Turner Wyatt, CEO and founder, Upcycled Food Association.

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Food sustainability challenge: Students design and repurpose various items.

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