(00:00-00:16) Intro
(00:17-01:20) Reviewing Frameworks
(01:21-02:33) Closer Look at Frameworks
(02:34-03:09) Similarities
(03:10-04:02) Differences
(04:03-05:58) TPACK
(05:59-06:32) Summary/Food For Thought
Source: Globe, Clker, http://bit.ly/1CVSonk; Stick Figure, Pixxabay, http://bit.ly/1H6Ssyu; Charlotte Danielson, http://bit.ly/1Rd5D9o; Lee Shulman, http://stanford.io/1MYcYUQ; Robert Marzano, http://bit.ly/1KgVRkA; TPACK Diagram, http://bit.ly/1TlwQ8S
Hello, everyone, and welcome. My name is Gino Sangiuliano. And in this lesson, called connecting Key 21st Century Frameworks, we will be looking at how the Shulman, Danielson, and Marzano models relate to the TPAC framework. So let's get started.
Let's begin by taking a quick look at the four frameworks that we will discuss. The Shulman framework, developed by Lee Shulman in 1986, emphasizes that teachers need to have a deep understanding of the subject matter they teach, as well as a solid understanding of how to teach it.
Introduced in 2007, the Danielson framework stems from the work of Charlotte Danielson. By taking information from years of research and studies, Danielson identifies the practices and responsibilities that contribute to student success.
Likewise, in 2003, Robert Marzano introduced his high yield instructional strategies, which is a comprehensive list of just that, strategies teachers can employ that positively affect learning.
And finally, the TPAC framework-- TPAC stands for technological, pedagogical content knowledge, and it encompasses much of the other three. TPAC as a framework that takes much of the 20th century pedagogy, and content and bridges with the 21st century.
Here's a little bit more information about the three frameworks we will be discussing in detail. Marzano identifies nine high yield instructional strategies. They are identifying similarities and differences, summarizing and note taking, reinforcing effort and providing recognition, homework and practice, nonlinguistic representations, cooperative learning, setting objectives and providing feedback, generating and testing hypotheses, questions, cues, and advance organizers.
The Danielson group's framework is organized into four domains. They are planning and preparation, classroom environment, instruction, and professional responsibilities. Each domain includes more specific components, 22 of them, and elements, 76 of them.
Finally, Shulman's pedagogical content knowledge model consist of six activities that a teacher should complete for good teaching-- comprehension, transformation, instruction, evaluation, reflection, and new comprehension.
Let's look at how these frameworks are intertwined. Much like the diagram on the previous slide, Shulman's work overlaps and connects with that of Marzano and Danielson. They all identify elements of pedagogical content knowledge. For example, all three identify the effectiveness of increasing student interactions, collaboration, and group work. Teachers can do this by creating an environment, both physically and emotionally, that encourage students to share their thinking and work with each other to solve problems. Another common thread is the emphasis on asking students to reflect on higher level questions.
You may want to pause the video here to take a closer look at this slide. There are some differences among these frameworks as well. Marzano refers to deep content knowledge through his 41 key strategies, but stops short of covering them directly, whereas Professor Shulman does. Unlike the other models, Danielson's planning strategies places an emphasis unexpected outcomes, rather than specific content. Furthermore, it includes research based strategies for establishing learning goals, tracking student progress, in celebrating success.
There are also research based strategies that are used when introducing new content to students-- for example, identifying critical information, the way we organize students, previewing new content, and chunking that content into digestible bites, processing and elaborating on new information, recording and representing knowledge, and finally, reflecting on learning.
Now it's time to cross walk the three frameworks with TPAC. As mentioned earlier, TPAC stands for Technological Pedagogical Content Knowledge. Shulman's framework and Marciano's high yield instructional strategies, and Danielson's framework can all be connected to the TPAC diagram that you see here.
Let's take a look at some examples. We'll start with OK, or pedagogical knowledge. Here you will find Schumann's transfer of ideas and instruction, as well as Marciano's nonlinguistic representation. As we move to content knowledge, you might find Shulman's comprehension of understanding and evaluation. We can also put Mariano's setting objectives and providing feedback in this category, as those practices focus on content.
Let's look at technological knowledge, where we will find some of Danielson's components-- for example, communicating with students, using questioning and discussion techniques, and engaging students in learning. As we look even closer, we'll find that in TPK-- technological pedagogical knowledge-- tools like Skype and Livestream support Shulman's instruction and Marciano's cooperative learning. In TCK, Shulman's comprehension for understanding and evaluation can be seen through programs like Khan Academy and SOFIA. We can also place Marciano's setting objectives in this bin.
On to PCK, pedagogical content knowledge. Here, we will again see Shulman's instruction and transformation of ideas. We can also add Danielson's setting instructional outcomes. We see this a lot when students are encouraged to build upon each other's ideas.
And the final piece is the middle, or the sweet spot, TPAC. We can put Shulman's instruction and evaluation here. The use of digital formative assessments are one example of this, or online, self paced courses like this one.
Here's a summary of what was covered in this lesson. We reviewed the Shulman, Marzano, and Danielson frameworks. We look at similarities and differences. Finally, we introduced TPAC and connected each section with parts of the frameworks.
Here's today's food for thought. TPAC has a great website that goes into much more detail. Check it out TPAC.org. And there's even more information about this video and things associated with it if you go to the additional resources section. Thanks so much for watching. Have a great day.
What Is Technological Pedagogical Content Knowledge?
This article provides an explanation of the TPACK framework. The article clearly connects the TPACK framework to the work of Shulman on Pedagogy and Content. This is a must read for any educator interested in understanding the TPACK framework.
https://www.citejournal.org/volume-9/issue-1-09/editorial/tpack-a-framework-for-the-cite-journal