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Abqary Adry (2 SlideShares) , Kuli at PENOREH GETAH SEPENUH MASAFollow0 0 0 0
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1. PEDAGOGICAL CONTENT KNOWLEDGE2. LEARNING OUTCOMES: At the end of the module, participants should be able to: explain aboutteaching knowledge base define pedagogy in relation to subject matter illustrate pedagogical contentknowledge PEDAGOGICAL CONTENT KNOWLEDGE3. PCK has attempted to address the question of how new lecturers learn to teach subjects that they alreadyknow or are in the process of acquiring IMPORTANCE OF PEDAGOGICAL CONTENT KNOWLEDGE PEDAGOGI KNOWLEDGE : General Pedagogybody language, instrumentation, Content Pedagogysubject expert + pedagogy skills4. TEACHING KNOWLEDGE BASE 1 SELF KNOWLEDGE AS TEACHER 2 KNOWLEDGE OFSTUDENT 3 KNOWLEDGE OF EDUCATION 4 KNOWLEDGE OF GENERAL PEDAGOGY 5 KNOWLEDGE OF PEDAGOGY’S CONTENT 6 KNOWLEDGE OF THE CURRICULUM 7KNOWLEDGE OF EDUCATIONAL ENDS 8 KNOWLEDGE OF CONTENT PERSE Lee Shulman(1987) Hanipah (2004)5. ACTIVITY 1 TELL YOUR GROUP WHAT DO YOU KNOW ABOUT (30 MINUTS) TEACHINGKNOWLEDGE BASE?6. EXPLAIN TO YOUR GROUP WHAT YOU KNOW ABOUT TEACHING KNOWLEDGE BASEPEDAGOGICAL CONTENT KNOWLEDGE7. PEDAGOGY From education point of view, Pedagogy is a SYSTEMATIC STUDY about SCIENCE OFTEACHING AND LEARNING. It is about how knowledge be organize EFFECTIVELY and used in order toimplement curriculum….. Lee Shulman (1987) Hanipah (2004) LINK TO FILE NOTES8. "Pedagogical Content Knowledge (PCK) identifies the distinctive bodies of knowledge for teaching.Cont… PEDAGOGICAL CONTENT KNOWLEDGE9. It represents the blending of content and pedagogy into an understanding of how particular topics,problems or issues are organized, represented, and adapted to the diverse interests and abilities of learners, andpresented for instruction. Cont… PEDAGOGICAL CONTENT KNOWLEDGE10. Pedagogical content knowledge is the category most likely to distinguish the understanding of thecontent specialist from that of the pedagogue" (Shulman, 1987, p. 4). PEDAGOGICAL CONTENT
KNOWLEDGE11. Relationship between the four general areas of teacher knowledge (Wilson, Shulman, & Richert, 1987, p.118).12. General Taxonomy of Pedagogical Content Knowledge13. ACTIVITY 2 (30 MINUTES) IN YOUR OWN FIGURE, EXPLAIN WHAT IS PEDAGOGICALCONTENT KNOWLEDGE AND PRESENT TO THE GROUP14. PEDAGOGICAL CONTENT KNOWLEDGE15. PEDAGOGICAL CONTENT KNOWLEDGE Development of TPACK. ( Mishra & Koehler:2006)16. Mishra & Koehler 200617. CONTENT AND CURRICULUM KNOWLEDGE OF STUDENTS AND THEIR LEARNINGLEARNING ENVIRONMENTS ASSESSMENT PLANING AND INSTRUCTIONPROFESSIONALISM ELEMENTS of PEDAGOGICAL CONTENT KNOWLEDGE
18. ASSESMENT CRITERIA CONTENT AND CURRICULUM KNOWLEDGE OF STUDENTS ANDTHEIR LEARNING LEARNING ENVIRONMENTS ASSESSMENT PLANING ANDINSTRUCTION PROFESSIONALISM SELF APPRAISAL (CHECK LIST)19. IMPORTANCE OF PEDAGOGICAL CONTENT KNOWLEDGE Professional preparation ofengineering educators was often separated or disjointed. This separation occurred when new lecturers learnedpedagogy apart from subject matter. Pedagogical content knowledge (PCK) has been suggested as oneknowledge base to intergrate content and pedagogy (Anderson & Mitchener, 1994).20. LESSON REFLECTION : My critical event for this lesson is Pedagogical Content Knowledge. How Iorganize my material and at the same time I have to monitor my verbal communication so that I can link thetopic to the good examples or analogy. The worse thing happened during my explanation, was the failureinternet connection during demonstration and failed me to explain effectively. The Simulation Technique wasfailed and I achieve my TPCK through normal teaching and it only 70% done. This indicator is low for meand it is because I have to use the conventional way to teach engineering student and it takes time to draw thatentire figure then. It impacts my mood and quality services to my students, because they are going to rate myperforming. Students like to know more figures so they can discuss among friend about the subtopic in depth.I used white board rather then Computer added through internet. Next time I need to develop plan B for betterplanning, and make sure the Lab that I choose is reliable for internet connection. My action is to look foranother Lab or develop Learning Object and put in Off Line Presentation inside my SPeL. I would like todiscuss this matter to my coordinator subject matter. LINK TO LESSON PLAN21. ACTIVITY 3 IN A GROUP, HOW DO YOU CONCEPTUALIZE YOUR OWN SUBJECT?22. HOW DO YOU CONCEPTUALIZE YOUR OWN SUBJECT CONTENTKNOWLEDGE………………………………………… PEDAGOGYKNOWLEDGE……………………………………… PEDAGOGICAL CONTENTKNOWLEDGE…………………….. TECHNICAL PEDAGOGICAL KNOWLEDGE……………… TECHNICAL PEDAGOGICAL CONTENT KNOWLEDGE………………………………………………………………………… PEDAGOGICAL CONTENTKNOWLEDGE23. LIMITATIONS LECTURERS LACK CONTENT KNOWLEDGE. LECTURERS LACKPEDAGOGY KNOWLEDGE. LECTURERS DO NOT SEE THE REALTIONSHIP BETWEENCONTENT AND PEDAGOGY. CONSTRAINTS OF THE LEARNING ENVIRONMENT.24. CONCLUSION25. PEDAGOGY PROCESS L = P+Q+C+R+A L= Learning Outcome P= Program Knowledge (knowledge+values+skills) Q= Questioning Activities (explore+inquiry) C= Changes of Behaviour (awareness+reframe) R= Reflection (learning by own experience) A= Action (implement the suggestion)Bigger Q&R will bring Bigger L. Bigger L will bring bigger C. Bigger C will effected future action….L willdynamic. P will out of date and reprogram. C will be occur and L willing to change. If this process exits, thenour university could be claimed as one of the Learning Organization that practice Action Learning.26. THANK YOU
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