Pedagogical-Content-Knowledge-LAC2.pptx

LAC

1. Pedagogical Content Knowledge (PCK)

2. What is your favorite lesson? Why is it your favorite lesson? What does it look like? What do you know about the teaching ang learning of the lesson is special? How did you learn? Why did you value that lesson?

3. Pedagogical Content Knowledge (PCK)

4. Shulman, 1986 . Argued that developing general pedagogical skills was insufficient for preparing content teachers as was education that stressed only content knowledge. In his view, the key to distinguishing the knowledge base of teaching rested  at the intersection of content and pedagogy   Pedagogical Content Knowledge (PCK)

5. Pedagogical knowledge Pedagogical knowledge (PK) is the teacher’s deep understanding of the processes and practices or method of teaching and learning. It includes: It includes: Legal responsibilities manage the classroom How to work with multi level classes How to work with special needs learners or differentiate

6. Pedagogical knowledge How to communicate with parents understanding the nature of the students having strategies for evaluating the students understanding the cognitive, social and developmental theories of learning and how they apply to the students in the classroom (Koehler & Mishra, 2009). And to continue to develop their careers

7. Content knowledge Content knowledge (CK) is the teacher’s knowledge about the subject matter students will learn. It includes knowledge of concepts, theories, ideas, organizational framework, and evidence and proof, as well as the practices and approaches that lead to developing such knowledge (Shulman, 1987).

8. Content knowledge Substantial structure of knowledge - knowledge of facts, concepts, principles of discipline are organized to incorporate its facts. Syntactic structures knowledge - rules of evidence, generated and validate in the subject proofs, history of the discipline

9. Content knowledge Knowledge of substantive and syntactic structure has implication for what teachers choose to teach, and how they teach. The amount of the degree of substantive and syntactic structures that a teacher possesses concerning his/her respective field would certainly influence the delivery of the subject content to the students.

10. expertise about teaching methods, assessment, classroom management, and how students learn expertise about a subject area Pedagogical Knowledge (PK) Content Knowledge Pedagogical Content Knowledge (PCK) (PCK) what they know about teaching what they know about what they teach (CK)

11. DepEd order No. 42, S. 2017

12. DepEd order No. 42, S. 2017

13. Domain 1 , Content Knowledge and Pedagogy, is composed of seven (7) strands: Content knowledge and its application within and across curriculum areas Research-based knowledge and principles of teaching and learning Positive use of ICT Strategies for promoting literacy and numeracy Strategies for developing critical and creative thinking, as well as other higher-order thinking skills Mother Tongue, Filipino and English in teaching and learning Classroom communication strategies

14. Review of PPST Domain 1 CK & P Developmentally appropriate Meaningful Application theories practice Grounded by RESEARCH Proficient Mother tongue Filipino English Content Knowledge and Pedagogy Differentiated INTER-CONNECTED Curriculum Within Across Use of communication Teaching strategies Technology Contextualized Promoting/ enhancing literacy numeracy

15. Impact of PCK When teaching subject matter, teachers’ actions will be determined to a large extent by the depth of their pedagogical content knowledge, making this an essential component of their ongoing learning. Pedagogical content knowledge research links knowledge on teaching with knowledge about learning, a powerful knowledge base on which to build teaching expertise.

16. Pedagogical Content Knowledge in Core Content Areas To teach all students according to today’s standards, teachers indeed need to understand subject matter deeply and flexibly so they can help students map their own ideas, relate one idea to another, and re-direct their thinking to create powerful learning. Teachers also need to see how ideas connect across fields and to everyday life. These are the building blocks of PCK