TPACK Template

Creating Assignment

C Subject English
o
n Grade Level Fourth Grade
t
e Learning Objective 4.1 The student will use effective oral communication skills in a vari-
n ety of settings.
t a) Present accurate directions to individuals and small groups. b)
Contribute to group discussions across content areas. c) Seek ideas
and opinions of others. d) Use evidence to support opinions. e) Use
grammatically correct language and specific vocabulary to communi-
cate ideas. f) Communicate new ideas to others. g) Demonstrate the
ability to collaborate with diverse teams. h) Demonstrate the ability to
work independently.

4.5 The student will read and demonstrate comprehension of fictional

texts, narrative nonfiction texts, and poetry.

a) Explain the author’s purpose. b) Describe how the choice of lan-

guage, setting, characters, and information contributes to the au-
thor’s purpose. c) Identify the main idea. d) Summarize supporting
details. e) Identify the problem and solution. f) Describe the relation-
ship between text and previously read materials. g) Identify sensory
words. h) Draw conclusions/make inferences about text. i) Make,
confirm, or revise predictions. j) Identify cause and effect relation-
ships. k) Use reading strategies throughout the reading process to
monitor comprehension. l) Read with fluency and accuracy.
P Activity In this stage, the teacher will explain to the students that they will
read a chapter from an assigned book (The Lion, the Witch, and the
e Wardrobe) by splitting students into small groups. In these small
d groups, they will go to different areas (hall, back of classroom, front
a of classroom, etc) and they will take turns reading allowed, one page
g at a time. The teacher will be walking around and ensuring the stu-
dents are remaining on task. After reading the chapter, the students
o will use their iPads to create “Mind Maps” on a collaborative white
g board application. They will work together to complete standard 4.1
y and they will discuss a work of fiction for 4.5. The mind map will have
the name of the book in the middle bubble and then the student’s will
use the program to map out either people or places. Then they will
share ideas, discuss theories, solve problems, and all simultaneously
contribute to the white board. During this process, other students will
be able to verbally voice their opinions and also leave notes of en-
couragement or suggestions for their classmates. Each extension of
the mind map will require several bubbles coming off and should
consist of descriptions of these places or people talked about in the
story. While this occurring, the teacher is going around to each group
with a clipboard and is prepared to make notes about how each stu-
dent is working and to make sure everyone understands the assign-
ment. The teacher will encourage shy students and make the envi-
ronment welcoming and comfortable for everyone to share their
thoughts. Students who are doing really well, the teacher will make a
note of, and students who are struggling, the teacher will also write
down. The purpose is to use it as a reference to help certain students
or to let students know they are doing well.

T Technology iPads are the preferred method for this assignment, because the
touch screen ability makes it easy for children to collaborate. The
e white board tool originally chosen for this assignment from the web
c 2.0 tools had a disclaimer on the site saying it was no longer usable,
h but listed alternatives that work in the same way. Because of this, I
n was led to realtime board.com.app. This tool can be used on a web
browser or on an iPad app.
o
l
o
g
y
Link to the example https://realtimeboard.com/welcomeonboard/gPrv-
product ABtYz4mGAdrkRwszsJJrtDEN1bp9TvUy-
vkWdD2mVJviXCWkMDWRM4dlZRIky

This link will require you make an account to view it

but it is free and takes a few seconds. Just in case, I
also attached a picture of my activity so that you do
not have to do this unless you wish to.
Web 2.0 Tools to Support Collaborative learning
COLLABORATIVE ASSIGNMENT

Name of the tool Jeapordy Game

Where to access this equizshow.com

tool (web address)

Brief instructions of • Use email to make an account.

how to use the tool • You must set up a password. It is free.
• You create games like jeopardy using the template provided by typing in the questions
and the answers.
• Students will use devices like laptops,desktops, or iPads to play this game.

Ideas for how the tool • The tool is very easy to use as long as the students using it have basic knowledge on
can be used in PK-12 how to use computers.
• For younger students, the questions can be easier and include more pictures.
• For older students, the game could be more difficult and the questionings more
thought-provoking.

Positives and chal- Positives

lenges of using the • This game be used in lots of ways and for any subject.
tool • The game would work great as test review.
• It is fun.
• It is exciting.
• It is collaborative.
• It is active.
Negative
• The graphics are boring and not fun to look at.
• Students could potentially get really competitive.
• Students may feel inadequate if they do not get the answers right.

Name of the tool Play Buzz

Where to access this www.playbuzz.com

tool (web address)
Brief instructions of • Make an account.
how to use the tool • Click “Create” link.
• Pick the template you want. (Options consist of videos, polls, trivia)
• Fill out the template with the information.
• Personalize it by adding different forms of media. For example, adding pictures is a
good addition.
• The website will automatically create a game based off the template and content you
chose. It will give you a link that you can easily share with students.

Ideas for how the tool PK-12

can be used in PK-12 • Take polls. Pictures can be used to reach younger audiences easier.
Grades 6-12
• Quizzes can be taken online during class or at home for a grade.
 • Fun quizzes (like trivia) can be used to test memory and knowledge.

Positives and chal- Positives

lenges of using the • Very easy and quick to create different lessons.
tool • Lessons can be fun and very interactive.
• The site is similar to how social media is used so students will be able to pick it up eas-
ily.
• Students can create their own games to quiz themselves.

Challenges
• It may be hard to use if one is not very tech savvy.
• Younger students may have a tough time navigating it.
• Since the site will automatically create the game based on the template, there could
be issues with formatting and the game making sense how it is set up.
• There is a possibility students could misuse the tool.
• The other content on the site can be distracting.

Name of the tool Real Time Baord- Collaborative Real Time Online White Board

Where to access this https://realtimeboard.com (can be accessed on mobile devices or computers)

tool (web address)

Brief instructions of • To use this web tool, you must first create an account and choose if you are a student
how to use the tool or a teacher.
• Once done, you can add students into the virtual classroom with their account names.
• The site gives you a lot of options and templates of assignments you can have your
students do. For example, they have flow chart templates, mind maps, venn diagrams
and more. You simply pick whatever template you want your students to complete
and it gives them an outline to start their group activity.
• The way to use this application is either online or on a technological device. Several
people can write at the same time on the virtual white board.
• On the side there is a tool bar that makes it easy to add bubbles, arrows, sticky notes
and whatever else someone may need to enhance their assignments.
Ideas for how the tool Elementary school
can be used in PK-12 • This tool can be used for elementary students to discuss books/topics, develop ideas
and opinions, and exchange thoughts with classmates.
• The tool will help develop their fine motor skills, as well as their communication skills.
• The tool is beneficial because it will introduce them to technology and teach them
how to use it in a positive way.
• It will also teach them how to work together and in harmony with classmates and how
to take turns sharing.
Middle School
• It will be a lot easier for middle schoolers to use a tool like this because they will be
more equipped with technology and more skilled in communicating with peers.
• They can use this tool to complete group projects worth actual grades.
• Hypothetically, using this feature on an iPad, it would be a lot easier to use the white
board as an entire class. For normal classroom assignments and discussions, the stu-
dents can have their white boards in front of them and write their answers on them
when called on, instead of coming up to the board to fill them in.
High School
• High schoolers can use this tool for more than just discussions about books. They can
use the tool to discuss and dissect controversial topics, as well as have deep, meaning-
ful conversations with classmates about current events, societal issues, and more.
• The tool can also be used as a way to work on assignments outside of the classroom.
Students can schedule times to get on the white board from their home and meet
their classmates there to work on certain projects.

This tool can be effectively used for students of

all ages because it makes group work and discussions easy and accessible to the students
and the teachers. It also allows students to learn how to use tools that will help them build
skills for the future.

Positives and chal- Positives

lenges of using the • This tool helps students with their fine motor skills.
tool • This tool introduces students to different types of media that will help them in the fu-
ture.
• This tool allows people to work together and in unison.
• This tool can be accessed anywhere with a wifi connection meaning students can use
it outside of school to create their own projects,
• Teachers can use it to track progress and see who is contributing what.
Negatives
• This tool could be used inappropriately and as a way to goof off.
• People can erase or change what others have contributed to it, posing a lot of prob-
lems.
• It can be tough for students to use the site from home if they do not have wifi or ac-
cess to a compute/tablet.
• Teaching young children to use this may be difficult because it could be considered
complex to some.