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Scoop.it!
"The basic lesson design sequence for Direct Instruction--established by Madeline Hunter--includes 6 fundamental steps: 1. Anticipatory Set; 2. Objective & Purpose; 3. Input & Modeling; 4. Checking for Understanding; 5. Guided Practice; and 6. Independent Practice."
Beth Dichter's insight:
What if you merge the six steps for Direct Instruction from Madeline Hunter with the TPCK Model? The image above shows how the two might work together. The TPCK Model looks at Technological Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and last but not least, Technological Pedagogical Content Knowledge (TPCK). This post suggests that components of the Direct Instruction Model relate to the TPCK Model and using both will assist us in designing curriculum. If the TPCK Model is new to you the links below is one the resources that I find valuable. 
Scoop.it!
Earlier this year our group adopted the TPACK model of technology integration. What is TPACK you ask?
Rebecca Wilkins's curator insight,
July 17, 2015 9:20 PM
Look up the research from Harris, Mishra, and Koehler (2009) to learning more about using TPACK to guide technology integration. |
Scoop.it!
This is a virtual place for folks interested in learning to "operationalize TPACK" (Technology, Pedagogy, and Content Knowledge) via curriculum-based learning activity types ('ATs') to get up-to-date information, and (more importantly) participate in the vetting and refining of the activity types in each of the curriculum areas in which activity type development is happening.
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Use this image for FL Methods class.
En el modelo TPACK se agrega una serie de fases metodológicas que de alguna manera puede enriquecer y complementar la creación de proyectos colaborativos académicos, sin embargo esto tiene que pilotearse para observar y monitorear su nivel y grado de efectividad en el caso que esto se intente enfoacar a través de entornos personales de aprendizaje y posteriormente con la ampliación de redes personales de aprendizaje, es parte de lo que intento llevar a cabo con los cursos que implementé: comprobar si efectivamente o no se pueden concretar experiencias tecno pedagógicas significativas y pertienentes a nivel universitario, o con docentes y alumnos de escuelas secundarias, aun no tengo esos datos para compartirlos, pero esperemos relizarlo más adelante. Por lo pronto sigamos tejiendo las conexiones y los nodos con las herramientas y personas invitadas y las que se puedan sumar.
Not so sure I agree with this at first glance- but need to explore it more- design theory seems to change often