Portfolio

Our task is one of intellectual labor.  Outside of class time, it is expected that you will work at the selected topics of our course.  This necessarily includes reading the assigned material and watching related videos and films.  You also have to produce content for a course portfolio as the visible product of your work.  These are the five minimal content areas you must produce:

·         Op-ed: A critical analysis of an op-ed piece of your choosing

·         Fallacies: Examples and explanations of fallacies from the real world

·         Morals and Markets: Concrete reflections on Sandel’s book

·         Videos: Reactions to course videos and films

·         Self-Assessment: A self-assessment of your education in this course

I recommend working on topics as they are fresh in your mind from our class.  Each content area is worth roughly 8 points, summing to 40 points.  However, I will judge the progress of the work and the product as a whole.

The format is your choice.  Minimally, one could produce written content in a Word document with separate content areas.  Or you could produce a website with different pages, a combination of text, images, and videos, or whatever your heart desires.  Here are three basic guidelines for the format:

·         The explanation of the concepts should display a depth of understanding shaped by the texts (and videos, etc.) and our discussions

·         Work needs to include citations from authors and speakers in our course

 

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Technological Pedagogical Content Knowledge (TPACK): This framework demonstrates the combination of content expertise, information delivery expertise (pedagogy), and instructional technology implementation all used to enhance learning. 



As your textbook and webpages point out, TPACK combines pedagogical knowledge, content knowledge, and technological knowledge to transform learning opportunities into student-centered opportunities for lesson engagement, global connections, and web interfacing through 21st century technology advancements. The TPACK framework demonstrates the interplay of three knowledge bases:

1. Pedagogical Content Knowledge: This area is where most teachers have their foundation- as a content expert who delivers knowledge using the foundations of pedagogy.
2. Technological Content Knowledge: This area includes making content more accessible and differentiated through technology including graphing calculators, online language translators, and virtual world tours. 
3. Technological Pedagogy Knowledge: This area involves advanced learning processes through the use of technology that contribute to a wider variety of differentiated instructional opportunities including iPads that have text to speech programs, SMARTboard with text magnification, and online educational games that provide immediate feedback.

Assignment Instructions



 Using the classroom environment and the demographics created in Week Two, the instructional strategies that align with the CCSS in the blog created in Week Three, the unit plan created in Week Four, and the summative assessment created in Week Five, you will create the framework for a TPACK lesson plan.

 Include the following in your lesson plan:

1. Title: The title of your lesson.
   
   
   
   
2. Grade level and basic class demographics.
   
   
   
   
3. Anticipated Outcome (Lesson Objective): This must be measurable and written to align with the CCSS.
   
   
   
   
4. Common Core State Standard: This can be from your Unit Plan.
   
   
   
   
5. NETS-T standard being met.
   
   
   
   
6. Content Summary: A brief description of what you will teach for this lesson and why. 
   
   
   
   
7. Materials: Provide a list of materials needed for the lesson to include hyperlinks to any internet sites or books citations. 
   
   
   
   
8. Summative Assessment: This should be a two to three sentence summary of how you will assess the lesson.

 Your lesson plan must address each section of the TPACK using the provided lesson plan template:

• Pedagogical Content Knowledge: This section will explain what teaching strategies best address the lesson’s content and concept. It includes teaching using multiple intelligences to promote critical thinking and problem solving in an engaging learning environment. You must also clearly explain how the Common Core State Standard (CCSS) aligns with this section. 
  
  
  
  
• Technological Pedagogical Knowledge: This section explains how the instructional technology device(s) included in your lesson enhance student learning and classroom organization (such as online attendance and grading). You must also clearly explain how the NETS standard(s) aligns with this section.
  
  
  
  
• Technological Content Knowledge: This section explains how instructional technology will be used to compliment the lesson’s content. For example- a graphing calculator is used to check student’s algebra work or using spell check in a word document. You must also clearly explain how the CCSS and NETS standard(s) aligns with this section.

The following is an example information to be included in this lesson plan framework.

Technological Pedagogical Content Knowledge (TPACK): This final section is a two-page reflection of how your lesson integrates Pedagogical Content Knowledge (PCK) , Technological Pedagogical Knowledge (TPK), and Technological Content Knowledge (TCK) to fully address TPACK in the creation of an engaging lesson that differentiates instruction, makes global connections through 21st century technological advancements, encourages critical thinking and demonstrates content area expertise. 



In addition, you must include how you will integrate the respect for copyright, intellectual property and the appropriate documentation of sources in your classroom instruction.

 

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Hume claims that humans regularly manifest their commitment to and belief in the doctrine of determinism concerning human behavior (An Enquiry Concerning Human Understanding, pg.55-61). Explain and critically discuss what you take to be Hume’s two best arguments for this claim. It is important that you make explicit what that doctrine means for Hume as it applies to human behavior, and that you consider alternative ways of accounting for the sort of phenomena that Hume appeals to order to justify his claim in the arguments you consider.

 

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• The individuals or groups that will be communicating inside and outside the organization during this crisis situation
• Potential advantages and challenges associated with communicating within the organization and with the public and private sectors during this crisis situation
• Differences in communication processes used in crisis situations, including what you learned from the situations in the scenario and how you might incorporate that knowledge to improve health care communication strategies
• Appropriate technology, such as social media, affecting communication during the crisis situation and how these technologies may be used to enhance communication
• How technology might be used differently now than it was during the crisis situations described in the scenario
• Media opportunities during this management crisis

 

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