TPACK model

 TPACK Model

The TPACK model, also known as Technological Pedagogical Content knowledge, was developed by educational researchers Punya Mishra and Matthew Koehler. It stands for the integration of three key components: Technological Knowledge (TK), Pedagogical Knowledge (PK), and Content Knowledge (CK).

 

v  Technological Knowledge (TK): refers to understanding how to use technology effectively and appropriately in teaching and learning. It involves knowing about different tools, software, and platforms that can enhance educational experiences.

v  Pedagogical Knowledge (PK): is the understanding of effective teaching strategies, instructional methods, and approaches. It involves knowing how to engage students, facilitate learning, and create meaningful educational experiences.

v  Content Knowledge (CK): is the subject matter expertise that teachers possess. It includes a deep understanding of the content they are teaching, and the ability to convey that knowledge to students.

 

The purpose of the TPACK model is to emphasize the importance of integrating these three knowledge domains in educational practices. It recognizes that effective teaching with technology goes beyond simply using tools or delivering content. The model highlights the need for teachers to possess a unique blend of technological, pedagogical, and content to meet the specific needs of students and enhance their learning outcomes.

Thus, by considering TPACK model, educators can design and implement technology-rich lessons that align with the content being taught and leverage effective pedagogical strategies. It encourages teacher to think critically and creatively about how technology can be integrated in a way that enhances student engagement, deepens understanding, and fosters meaningful learning experiences.

  

 

Lesson Plan: 02

Subject: Science

Topic: Food chain

Class: V

Time: 45 minutes

ICT Model: TPACK Model

Teaching Learning Material:  Video link, food chain cards, textbook, computer or laptop.

Teaching Method:  Constructive Learning

Previous Knowledge: They already know that plants make their own food, animals eat plants or other animals, and energy is transferred from one organism to another.

 

Learning Objectives:

By the end of the lesson, students should be able to;

1.demonstrate their understanding of food chains correctly by creating their own visual representation (Psychomotor).

2.appreciate for the interconnectedness of organisms in a food chain and the importance of maintaining balance in ecosystems.(Affective)

3.describe  the components of a food chain clearly without referring text (cognitive).

Lesson Introduction (7 mins)

v  Begin the lesson by asking students what they know about food chains. Encourage them to share their ideas and example.

v  Write their responses on the board to create a mind map of their prior knowledge.

v  Show short video on the concept to introduce the topic    video

E   Explain that  food chain shows how energy is transferred from one organism to another.

v  Define key terms: producers, consumers and decomposers.

 (Note: Make sure that all the students are involved in watching the video and provide necessary support if required.)

Lesson Development (34 mins)

 

Activity 1: Food Chain Sorting Game

ü  Divide the class into small groups and provide each group with set of food chain cards.

ü  Instruct the students to work together to arrange the cards in the correct order to create a food chain.

ü  Encourage them to discuss their choices and explain the reasoning behind their decisions.

ü  Circulate among the groups to monitor their progress and provide guidance (monitoring).

Activity 2: Online food chain simulation

ü  Guide the students to use technology tools, such as computers or tablets with internet access.

ü  Direct them to interactive websites or educational apps that simulate food chains.

ü  Instruct them to observe and analyze different food chains, paying attention to the flow of energy and the role of organisms.

ü  Encourage them to take notes and draw their findings in auto draw to record their findings.

Monitoring

Ensure that all the students are involved in carrying out the activity, provide guidance and support if needed. 

 

Follow Up 

ü  Bring the class back together for a whole-group discussion.

ü  Ask students to share their findings, observations, and any new insights they gained from the activities.

ü  Let students to show their drawing to the class with brief description.

ü   Let them give feedback on each other's work. By doing so it can promote active learning, boost their confidence and critical thinking skills.

 

Lesson Closure (4 mins)

ü  Summarize the key points about food chains and energy flow.

ü  Address any remaining questions or misconceptions.

ü  Ask students to explore more on the concept.