Connecting Key 21st Century Frameworks

Video Transcription

Welcome. I'm Trisha Fyfe. And in today's video lesson, we'll look at the lesson titled "Connecting the 21st Century Frameworks." As we learn about this topic, we will work toward several learning objectives. And together in this video lesson, we'll look at these three questions.

What do we know about Shulman and Danielson's frameworks, TPACK, and more Marzano's high yield instructional strategies? Number two-- what are the differences between the frameworks of Shulman, Marzano, and Danielson? And number three-- what are the connections between the frameworks of Shulman, Marzano, and Danielson? Let's start with a review of the important frameworks and models that we've covered.

First, Marzano's high yield instructional strategies-- Marzano introduces us to nine strategies that help us guide and better our instruction as teachers. Take a moment to look over these nine strategies and refresh your memory.

Shulman emphasizes the importance of PCK, or Pedagogical Content Knowledge. This is the overlapping area between PK, Pedagogical Knowledge, and CK, Content Knowledge, in his model. As teachers, we must strive to bring both of these areas together to enhance our students' learning. He also introduces us to his observable behaviors-- comprehension, transformation, instruction, evaluation, reflection, and new comprehension. As teachers, we must be aware of these areas. And it's important that we can make observations of these areas in action.

In Danielson's framework, there are four different domains-- domain one, planning and preparation, domain two, classroom environment, domain three, instruction, and domain four, professional responsibilities. There are 22 different components embedded in these domains and 76 elements across the four domains. This model is widely used to guide teacher assessments and to assist in reflection of best practices for instruction.

TPACK is an extension of Sherman's idea of PCK. A third domain is added here, which introduces several more overlapping areas. The third domain that's added here is TK, or Technological Knowledge. You can see here that the overlapping areas are TPK, Technological Pedagogical Knowledge, TCK, Technological Content Knowledge, and PCK, Pedagogical Content Knowledge. All of these three circles overlap in one central area-- Technological Pedagogical Content Knowledge, or TPACK. And this is where we need to strive to be as teachers. Let's spend some time connecting all of these essential models and frameworks.

First, we'll look at some similarities and differences of Shulman, Marzano, and Danielson. Shulman, Marzano, and Danielson emphasize pedagogical knowledge and instructional strategies and the importance of both of these. Marzano's model makes the assumption that as a teacher, you already possess a very deep level of content knowledge that's needed for instruction. It's not covered straightforwardly in the framework, however, whereas Shulman's model has a clear section that focuses on content knowledge-- the CK section.

Expected outcomes are the focus of the planning stages in Danielson's framework. Again here, like Marzano, the focus is not specific content. However, Marzano does infer strong content knowledge in his 41 key strategies, identified by research of effective teaching. He emphasizes research-based strategies for establishing learning goals, tracking student progress, and for celebrating success, which include providing clear learning goals and scales or rubrics, tracking student progress, and celebrating success.

He also identifies research-based strategies for introducing new content to students and interacting with new knowledge such as number six, identifying critical information, seven, organizing students to interact with new knowledge, eight, previewing new content, nine, chunking content into digestible bites, 10, processing new information, 11, elaborating on new information, 12, recording and representing knowledge, and 13, reflecting on learning. These are all some of his 41 key strategies.

Shulman stresses deep content knowledge and makes it clear that a teacher must focus on the materials and the programs that guide instruction as well as the content. Danielson stresses planning, the classroom environment, instructing, and professional responsibilities. Remember, these are his four domains. Similar to Shulman, appropriate materials and strategies used for instruction are emphasized. However, the focus in her framework is on outcomes, unlike Shulman's.

When we look at Danielson's frameworks and Marzano's high yield instructional strategies, we can see much overlap. Danielson manages to include all of the nine high yield instructional strategies in her framework. Let's make some connections to so you can see some of the applications that you'll use as a teacher. Let's make some connections between all of these models and frameworks as we work through the TPACK model. I'll give you some examples of how we can observe Danielson, Marzano, and Shulman within the different sections of TPACK.

You can see here I've used different colors to highlight each different individual's work. Shulman is red. Marzano is blue. And Danielson is green. For pedagogical knowledge, Shulman's idea of transformation of ideas fits in here. Marzano's idea of cooperative learning and 2C, managing classroom procedures, fits in here from Danielson's model.

Let's take a look at technological knowledge. For Shulman, transformation of ideas and instruction both fit in here. For Marzano, non-linguistic representation fits in here. And for Danielson, component 3C, engaging students in learning, could fit within this technological knowledge section.

Let's take a look here at Content Knowledge, or CK. Shulman's ideas of comprehension for understanding and evaluation both and into content knowledge. Setting objectives and providing feedback from Marzano also fits into content knowledge. And component 1A from Danielson's model, demonstrating knowledge of content and pedagogy, fits into content knowledge as well.

Let's take a look at the rest of the overlapping areas. Technological pedagogical knowledge is first here. Shulman's observable behavior instruction fits within TPK, as does Marzano's high yield instructional strategy of cooperative learning. Danielson's component 1B, demonstrating knowledge of students, also fits into this area here.

Let's take a look at the next area, TCK-- Technological Content Knowledge. Shulman's observable behavior of comprehension for understanding might fit within TCK. Setting objectives and providing feedback from Marzano's high yield instructional strategies might also fit in here. And Danielson's component 1E, designing coherent instruction, could fit within TCK.

Let's take a look at the last area here of pedagogical content knowledge. And here, instruction from Shulman's observable behaviors might fit in here, as well as non-linguistic representation from Marzano and the component 1A, demonstrating knowledge of content and pedagogy, from Danielson's framework. Let's talk about how these ideas are all related to the center area of TPACK, Technological Pedagogical Content Knowledge.

Here, we might see the evaluation and instruction observable behaviors within the centered TPACK, where we're combining technology and pedagogy and content knowledge. Cooperative learning might be something that we can observe here in the center TPACK. And Danielson's component 1E, designing coherent instruction, also fits within the center area of TPACK.

Let's take a look at what we learned today. We answered the following questions together-- what do we know about Shulman and Danielson's frameworks, TPACK, and Marzano's high yield instructional strategies? We also discussed, what are the differences between the frameworks of Shulman, Marzano, and Danielson, as well as, what are the connections between the frameworks of Shulman, Marzano, and Danielson?

In today's lesson, we started with a review of some important frameworks and models-- Marzano, Shulman, and Danielson. We also talked about TPACK, which is an extension of Shulman's idea of PCK. A third domain is added here, which introduces several more overlapping areas. Finally, we covered the similarities and differences of the models and frameworks that we've discussed, and we connected all four looking at these on the TPACK model.

Now that you're more familiar with these concepts, let's reflect. Which aspects of each model have you seen in action? What challenges might you encounter in connecting 21st century frameworks in your classroom? Thanks for joining me today in discussing the lesson "Connecting Key 21st Century Frameworks." I hope you found value in this video lesson and are able to apply these ideas and resources to your own teaching.

For more information on how to apply what you've learned in this video, please view the additional resources section that accompanies the video presentation. The additional resources section includes hyperlinks useful for applications of the course material, including a brief description of each resource.