Wednesday, March 1, 2017

The TPACK Game, or how I learned to love lesson planning...

Public Domain image provided through Pixabay (no link needed)
     Recently in my Selecting and Integrating course, I was able to engage in a little game that involved taking random Content, Pedagogy, and Technology options and was tasked to TPACK-ify them.  In case you are interested in the results of my challenge, here you go:







The TPACK Game (of doom)

Content
Pedagogy
Technology
Result
Social Skills
Create a Film
Movie Maker
I sure lucked out in terms of the self-explanatory aspect of this randomized lesson idea! I see students creating a movie that highlights social skills for other students in the future that might be differently-abled in the social/emotional zone (Autistic folks, like me).
Digital Citizenship
Debate
Google Classroom
Students could run a Google Classroom debate through the discussion board on the various aspects of digital citizenship.  Students could record video responses and post links to their videos on the board.
Problem Solving
Project Based Learning
Voicethread
Students could engage in solving a global problem by using PBL and dividing team tasks into Voicethread posts with images and links to other external media.  Imagine a town that could tackle a problem of recycling by getting community members involved in their Voicethread activities!
Purchasing Stocks
Participate in a Simulation
MMO
Students could run an in-class stock market simulation over the course of a semester, and in an MMO sense, they could compare each other’s transactions in real time in an online shared database.
Shakespeare Play
Conduct an Interview
iMovie
Students would be able to retell a Shakespeare play by conducting fake interviews with characters in the play and then spice those interviews up through iMovie, and create a retelling of the play through the interviews.


     The second part of my quest was to dabble in my own TPACK-appropriate lesson plan design.  I took something that was provided on the game sheet, and that had always interested me.  Maybe I will even use it someday.  In the meantime, I issue a thank you to the random number generator on the TPACK game, and I give you my lesson:


TPACK Lesson Plan Template  


Title: Bulls, Bears, and Students: A Stock Market Game

Summary: 
     In this 10th grade economics unit, students will engage in Collaborative (Team-based) Learning to research stocks, analyze stock market trends, and buy/sell stocks across an entire semester using a fixed amount of starting cash ($10,000).  Students teams will use a master Google Docs Sheet to compare their performance with the other teams, and they will use Google Classroom to conduct weekly reflections.  At the end of the semester, students will share their earnings/losses through Google Slides, and an overall class wiki will be generated on Google Classroom.

Primary Core Goals/Outcomes: SS.9–12.E.1
Essential Concept and/or Skill: Understand the function of common financial instruments.
-          Understand the different financial investments, such as mutual funds, stocks and bonds

Intended Learning Outcomes:
Students will be able to:
                Understand stock databases
                Compare/Contrast stocks
                Evaluate the value of stocks based on graphical data
                Calculate changes in stock values weekly
               

Pedagogical Decisions:
Teacher-Centered —> Student-Centered
     The initial backbone of the project will be teacher centered in the sense that the teacher will provide the parameters for how much money the students can spend, and where students will get their stock market info from.  However, most the lesson is student-centered.  The teams will determine what stocks they buy/sell and when.  Students will also monitor their weekly gains/losses and reflect collaboratively in the provided location.

Type of Learning —> Alternate Type of Learning
     The learning emphasized is mostly divergent.  Students will take the information they have in the beginning and each team and individual will draw their own conclusions about their investments and market performance.  As students reflect, they will be adding more of their own individually and team-derived content knowledge.  Thus, they are taking the basic information of the stock market and generating their own deductions.

Few Prior Experiences —> More Prior Experiences
     Hopefully, and based off Iowa Core data, students should have a great deal of prior experience in the ability to read graphs and follow graphical trends from both social studies and mathematics.  While the stock market information may seem alien to them at first, they analysis of it can be derived from their prior learning.  Thus, I feel like this falls somewhere in the middle.

Surface Comprehension —> Deep Knowledge
     This team-based learning exercise starts with some basic surface comprehension but then leads to deeper understandings as time progresses.  Student teams must make decisions without the assistance of the teacher based on when to buy/sell stocks and why.  Students will be doing their own research and engaging their own hypotheses. 

Shorter Duration Plan —> Longer Duration Plan
\     This plan is intended to be run across an entire semester, so students will be engaged with this project for a lengthy time.  In that time, they will have accumulated a great deal of data and reflections on that data collection with their teams. 

More Structured Learning —> Less Structured Learning
     The structure of learning is heavy in the actual initial design; students need to be placed into teams, students need to be familiarized with the data sources, and students need to know the timetable.  The actual learning, itself, is almost exclusively generated by the students – making the rest of the unit much less structured.

Whole Group —> Small Group —> Individualized
     The bulk of this unit will be conducted on the small group level.  Students will collaborate in their groups extensively and share their individual thoughts and findings.  It is only in the very end at a whole-experience-based reflection, that the whole group becomes a major factor. 

No Additional Resources Required —> Multiple Additional Resources Required
     There are not a lot of additional resources needed.  This team-based project will rely a great deal on web-based functions, such as financial research sites and Google Drive/Classroom content.  Thus, not a lot of resources would be needed beyond physical space for groups, computers, the internet, and Google Drive/Classroom.

TPACK Activity Types:
Activity
Technology
TIM
Read Text (Stock descriptions)
Website
Authentic Adoption
Read Charts
Website (Analysis)
Authentic Adoption
Compare/Contrast
Website (Comparison function)
Constructive Adoption
Complete Charts
Google Sheets
Collaborative Adoption
Develop a Knowledge Web
Google Slides/Google Classroom
Goal-Directed Adaptation
Generate Questions (Reflection)
Google Docs/Google Classroom
Constructive Adaptation



Assessment Plan:
     Students will be assessed in a formative sense through their reflections on the stock market activities.  Teams will be asked to share their experience of playing the stock market game; they will mention their losses/gains, stocks they liked/did not like, and students will provide their rationale for the decisions they made regarding their stocks and investment capital.  This assessment will be through the reflection process and a small classroom presentation done using media that each team chooses. 

Materials:
Used by the Teacher:  
                Computer, Internet, Google Classroom, Google Drive Suite (Sheets, Slides, Docs)

Used by the Students:
                Computer, Internet, Google Classroom, Google Drive Suite (Sheets, Slides, Docs, Forms (possibly))

Technologies:
Used by the Teacher:
                Internet, Google Classroom, Google Drive

Used by the Students:
                Internet, Google Classroom, Google Drive

Instructional Procedures:
     This unit is centered around students spending an entire semester engaging with the stock market.  They will learn how to buy/sell stocks, and how to analyze stock performance in the market.  Students will begin with a fixed amount of money, and they can reinvest any amount of their profits up until the end of the semester when they “cash out”.  If a team loses all of their money, they are given a loan, which they must factor into the costs of their future investments.



1) Students will be divided into teams of 4 (or whatever dictates even distribution in the classroom. If there is an odd number of students, the extra student will be added to a group at random.

2) The teacher will provide an explanation to the teams regarding the stock research resources (ex. Google Finance) The teacher will have the students research an example stock and report basic data on it, such as: current value, price per share, and P/E ratio.

3) On the second week, student teams will receive their digital $10,000 to invest on a team-generated Google Sheet. The team will collaborate to research and select stocks to use the full amount. Students will individually reflect on the experience on a Google Classroom discussion board for the first week.

4) Each week, students will revisit their stocks, noting gain/losses on their spreadsheets. Students will be allowed to sell/buy stocks based on earnings. Students will make a weekly individual reflection in a team-based Google Document.

5) At the end of the semester, student teams will create a presentation using Google Slides to discuss their gains/losses and their reflections. They will share their stock market “secrets” with the class, and the class will make a stock market wiki on Google Classroom.

6) Students will be provided formative assessment in regards to their individual reflections. The teacher will read the reflections and evaluate them based on the following criteria:

a. Evidence of stock research
b. Validation of stock choices
c. Student conclusions reached about stocks

7) At the end of the experience, students will be provided a Google Form questionnaire to rate their experience and ask for suggestions to improve the activity in the future.

I hope you found this read useful, and that you will consider aligning your future lessons with TPACK in mind!