[Task] is what you need to do in each step to design this lesson activity.

[Strategy] provides you thinking strategies and resources for completing each [Task].

[TPACK] helps you apply and reinforce your TPACK brain in completing each [Task].

[Checklist] reminds you to monitor and adjust your thinking process during each [Task].

Bookmark indicates an important step or strategy which will be revisited at a later stage.

Technology, Pedagogy, Content represent basic TPACK colors for highlighting responses.

[Task]: Analyze the teaching context by creating a brainstorming web and stating the goals you want to achieve in this technology-supported creativity and innovation lesson.

[Strategy]: Brainstorm ideas on the following topics using the resources listed in parenthesis. Analyze each topic individually AND identify their connections comprehensively.

1. Characteristics of effective creativity lesson activities (NETS, textbook pg.128-129, 133-135)
2. Curriculum content requiring creative/innovative thinking (GPS or other curriculum standards)
3. Appropriate creativity tools available to your class (Blog, Go2Web20, Google, textbook pg.135-142)
4. Creative potentials of students in your grade level (Google)
5. Challenges of creating creative opportunities in classroom (Google, textbook pg.133)

[TPACK]: Review the TPACK model and match colors of your brainstorming bubbles with TPACK colors (Technology, Pedagogy, Content, and/or intersection colors) based on the consistency of the categories.

[Checklist]: Check off each item by using “Format ➝ Strike through”.

1. Did I analyze all 5 factors (the 5 topics listed in [Strategy]) in my teaching context sufficiently?
2. Did I identify the connections among the 5 factors and the elements within those factors?
3. Did I have the 3 basic TPACK colors (Technology, Pedagogy, Content) in my brainstorming web?
4. Did I select the key points from the brainstorming web to describe in Step 1.2 goal statement?
5. Did I gain new insights in Step 1 by using the resources and/or discussing with peers?

[Task]: Explore ways to use technology to support creativity and innovation in content learning. Brainstorm 2-3 brief ideas of possible lesson activities based on your brainstorming web and goal statement in Step 1.

[Strategy]: Search lesson activity websites, use the following strategies, read textbook pg.142-147, and discuss with peers. (P=Pedagogy, C=Content, T=Technology)

1. P➝C➝T Strategy: Review the characteristics of creativity lessons in Step 1, identify curriculum content that could be learned in ways embracing those characteristics, and look for supporting technology tools.
2. C➝T➝P Strategy: Review the curriculum content in Step 1, look for creativity tools that could be used in learning certain content, and generate lesson activities of using creativity tool for content learning.
3. T➝P➝C Strategy: Review the creativity tools in Step 1, generate creativity and innovation activities that use certain tools, and make connections between the activities and the learning content.

[TPACK]: Consider the TPACK components in generating possible lesson activities by responding to the TPACK-color-coded labels in the boxes below.

Curriculum Standard: (copy and paste from Georgia Performance Standards)

Technology Tool(s):

Activities/Tasks:

Potential Challenges:

Curriculum Standard: (copy and paste from Georgia Performance Standards)

Technology Tool(s):

Activities/Tasks:

Potential Challenges:

Curriculum Standard: (copy and paste from Georgia Performance Standards)

Technology Tool(s):

Activities/Tasks:

Potential Challenges:

[Checklist]: Check off each item by using “Format ➝ Strike through”.

1. Did I keep my mind open to all possible lesson activities and defer final decision on what to do?
2. Did I consider a variety of different student tasks, learning contents, and/or creativity tools?
3. Did I use my ideas and goals in Step 1 to guide the generation of possible lesson activities?
4. Did I describe each possible lesson activity from TPACK components?
5. Did I gain new insights in Step 2 by exploring sample lessons and/or discussing with peers?

[Task]: Make a good decision on what to do with your students by a) identifying criteria of a good creativity lesson, b) rating the possible lesson activities using a 1-5 scale (1=Not met, 2=Somewhat met, 3=Moderately met, 4=Met, 5=Met adequately), and c) justifying your decision with strong arguments.

[Strategy]: Use the following strategies to complete Step 3.

1. Criteria: Review Step 1 to identify criteria of a good creativity and innovation lesson from the different factors/goals you have analyzed (e.g. The creativity tool is necessary to the lesson activity.).
2. Evaluation: Share your lesson activities and criteria with peer(s). Ask one peer to evaluate your lesson activities for you before you evaluate by yourself. Consider your peer’s feedback during evaluation.
3. Decision: Consider a variety of factors (e.g. weights of each criterion, goals in Step 1.2, etc) in making your final decision. Go back to modify your possible lesson activities, criteria, or ratings, if necessary.
4. Justification: To make a strong argument for the lesson activity you chose, provide evidence to explain how it addresses your decision making criteria, your goals stated in Step 1.2, and the storm of TPACK.

[TPACK]: Highlight your decision making criteria with the TPACK colors (Technology, Pedagogy, Content, and/or intersection colors) based on the category they belong to.

Decision Making Criteria

Activity #1

Activity #2

Activity #3

Total Score

Decision Making Criteria

Activity #1

Activity #2

Activity #3

Total Score

[Checklist]: Check off each item by using “Format ➝ Strike through”.

1. Did my decision making criteria represent the factors/goals I analyzed in Step 1?
2. Was I objective in rating each possible lesson activity based on criteria?
3. Was it necessary for me to go back to modify my possible lesson activities, criteria, or ratings?
4. Did I make my decision by considering a variety of factors, not simply the highest score?
5. Did I provide persuasive evidence to justify my decision on what lesson activity to choose?

[Task]: Create a 4-paragraph “action plan” for the lesson activity you chose, 100-150 words per paragraph (use “Tools ➝ Word count”):

1. Paragraph #1: How will you introduce the activity to your class?
2. Paragraph #2: How will the students participate in the activity?
3. Paragraph #3: How will you provide guidance for the students?
4. Paragraph #4: How will the students be evaluated regarding your goals?

[Strategy]: Use the following strategies to complete Step 4.

1. To begin with: Work from your brief ideas of the selected lesson activity in Step 2 and your justification for it in Step 3.3, which may give you a blue print of your entire lesson activity.
2. To elaborate: Review your brainstorming map in Step 1.1, generate lesson details that can accommodate the essential elements you identified for the five factors.
3. To elaborate or refine: Review your goal statement in Step 1.2 and decision making criteria in Step 3.1.2, make sure the details of your lesson activity can address the goals and criteria.

[TPACK]: Within each paragraph, highlight three most important phrases/sentences with the three TPACK colors (Technology, Pedagogy, Content) respectively.

Activity Name:

Grade/Subject:

Curriculum Standard:

NETS Standard:

Technology Tools:

[Checklist]: Check off each item by using “Format ➝ Strike through”.

1. Did I generate enough details for introduction, participation, guidance, and evaluation?
2. Did I accommodate the five factors and their essential elements identified in Step 1?
3. Did I provide details to show how my lesson activity address my goals and criteria?
4. Did I address the three TPACK areas (Technology, Pedagogy, Content) in each paragraph?
5. Did I make any modifications to refine my lesson activity after using this checklist?

[Task]: Reflect on your lesson activity and design process to take away strategies to TLAT #3.

Step 1:

Step 2:

Step 3:

Step 4:

Step 5: