Rather, I see these percentages as teacher learning goals. Pedagogy and content knowledge are not discrete parts making a whole. What’s it all do? I see teachers who have both high pedagogy and high content knowledge in a different light. The class ended up learning a lot that year about U.S. History, and so did I, but I am pretty sure I grew more as a teacher that year in teaching the content that I was less familiar with. I think that once you have a meaning making mindset about math instruction, you realize that you have to develop your ability to teach in that way (why I’ve chosen to independently read Intentional Talk and Beyond Answers and want to carry out their ideas) as well as your content ability (why I watch webinars on different ways to teach/understand a concept, even though I already have a good conceptual base, and why now that I’m transitioning into being a coach I’m learning about the MQI rubric, and how to implement it with teachers.). it to your grandmother.” This speaks to the interrelation of content and pedagogy but there has been little discussion of the paradigms and metaphors that form the basis of your understanding on pedagogy. 70-30? I learned the moment I started teaching in elementary that what I learned/memorized in math classes was far from sufficient, but my pedagogy was on point. Thanks for weighing in, Suzanne! Of course, in the spirit of all the qualifications and disclaimers, I would completely change my answer if I were interpreting the question in a slightly different way…. While saying this… I think far more teachers are willing to delve into pedagogical conversations than content ones. Which category does “Passion of Content” belong? So, I believe I’m ready to start a math fight…I rarely disagree with Robert Kaplinsky, and as I admire him a great deal have never thought to do so publicly — but I will in this case. But at the same time, just because you know your stuff doesn’t mean you can teach it. 1. We use what we already know – our schema about the topic – to help us decide what is important. This experience was invaluable because it forced me to find connections between topics and across grade levels in order to meet each student where they were. Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. I worked to address this standard through implementing ICT into the classroom on a daily basis. I think an “an armada of pedagogically sound teachers who know nothing about math” would be just as dangerous to mathematics education and student learning as “an armada of content knowledge experts without pedagogy”, and equally difficult (or easy) to transform. Maybe it depends on exactly how those two things are measured, and I don’t have a good way to quantify either of those. I first learned about TPACK in the course CI 201, Teaching with Technology. Teachers are required to have sound content knowledge of an area if they are to teach it effectively (Kastberg, 2004). Content can be learned more easily? It also involves how confident you are in murky areas. The most idealistic, non-mathematical answer is 100% pedagogy and 100% content knowledge, but I know that’s a cop out to your question! As an instructor of both preservice and inservice teachers, I have seen both groups show natural talent for one or the other. Now, tutoring is far different than teaching, and I don’t think it’s a good idea to have teachers teaching outside of their area of expertise, but both of these experiences made me realize that building a relationship, finding the right entry points, meeting a student where they are at – these are the things that make a great teacher. The importance of teaching values to young learners; The importance of teaching values to young learners By Joanna Wiseman. I’d like to offer two anecdotes. Clearly something I’ve never done but definitely aspire to do later in my career. Secondly, I think we all agree that both mathematics content and mathematics pedagogy (if you believe me that it is a thing, otherwise just ‘pedagogy’) can be taught. The content is absolutely essential, and to a degree my love and enthusiasm for math is a big part of my pedagogical approach, but I’d have to definitely put the bulk of the importance in successful teaching on the pedagogy. But we need to continue to hone our mathematics content knowledge throughout our teaching careers. In this style, teaching and assessment are viewed as two separate entities; student learning is measured through objectively scored tests and assessments. Update: Several commenters reframed the question as pedagogy vs content knowledge. Does the original question here imply an assumption that all teachers are “equal”… or that the teachers to whom these percentages apply all start at some common “baseline”? I find that shift in language helpful. In the second scenario, I think again only those who are already good at math will be helped. It was unbelievable. The digital age has made it easy for anyone to create media. Teaching is so fluid. To show why teaching content is important, Kay explained some of its benefits: how it motivates learners by arousing their curiosity; and how it develops subject and language competence simultaneously, along with cultural awareness, and critical and creative skills. But how many of our students, particularly math students, suffer because their teacher’s content knowledge does not allow them to teach math as a narrative, connecting it properly to prior knowledge and structuring concepts to allow students to transfer their understanding to later math? [232.9KB], Download Language Education 2 - Unit of Work.docx, Monday, 15 July 2013 NCTE 07.29.17 Teaching. I wonder about his often. Within this unit set I have been exposed to numerous different strategies for literacy including: In the resource section I have included a unit of work on procedure, and a unit of work on measurement. I’m going to go big or go home here. So, I’d give an edge to pedagogy (not sure how to quantify it). Young children tend to think that everything is important! Plan in time to develop your subject knowledge in the same way you would set aside time for marking or developing resources. For those answering near 100% pedagogy (0% content knowledge?! When broken down, content knowledge means knowing the necessary information in a particular subject, pedagogical knowledge means knowing how to teach this… I don’t know where it falls: pedagogy or content, but to me it is a mix, lets call it a deep “contentogy” or “pedatent” that is the most vital: structure, connections, relationships, and progressions. I am digging the terrific discussion. We know that schools, students, families and communities possess unique cultures and histories, and teacher education programs must recognize this. The key if content is an issue is a willingness to learn along with the students. It is more obvious than (though just as important as) inspiring, motivating and forming relationships. I’m not the first to say it, but it’s time to look beyond the facts and figures students are taught in school and focus on how they learn. They must center teacher-training work within both schools and communities to help teachers internalize the social, political and economic realities in which they will teach. I think there’s some content knowledge that needs to happen, to speak to Suzanne’s point. We probably can all agree with the importance of content knowledge at some level. But, my content knowledge is extremely strong now because I have learned the structures and progressions of mathematics. I would argue no. ). [194.3KB], Download Report Comment 2 - Content and Strategies.2.jpg, Tuesday, 18 June 2013 Knowledge of multiplication facts or the process of multiplying efficiently without the ability to help others isn’t helpful. If I know I lack some content knowledge, but am confident I have the ability to learn that knowledge, am I more effective in the classroom? The first is knowledge of your subject content and processes; the second is general pedagogical knowledge, which is to say an understanding of teaching. This approach also allows end of lesson consolidation an integral part of each lesson. It’s a really tough one. The students were eloquent in their opinions. This major is designed to provide content and pedagogy for teaching Literacy and Numeracy in primary school settings. And it was created for a reason. Content is central to any presentation. Is instruction really greater than content? The opposite is not necessarily true for those with content knowledge. – Thinking Mathematically. You can’t really answer that question without knowing the teacher and their beliefs about what good teaching even is. Y’all are a bunch of cheaters! As I add pedagogical understanding, it needs to be supported upon a scaffold of experience/knowledge built during my growth in content knowledge. Maybe 65-35 pedagogy? I have since learned so much about mathematics that I never knew. It was really a lot of fun. It seems to me that some are arguing that it is easier to acquire content than pedagogy. I’m going to have to agree with Daniel and lean on Robert on this one. It seems to be answering a different question if your response is: I would pick X% and Y% today because tomorrow both will be higher! plus, isn’t the content bucket easier to add to? Because you want the latest piece of special shiny math right here, yeah? Are You Teaching Content, Or Teaching Thought? That analogy is flawed, most visitors to a museum choose to be there, but there IS no good analogy because no one is ready for teaching! Maybe we should do better measuring content knowledge by charting how well you can teach it. I know the question is vague, but if you’re going 80:20, I’m stealing all your knowledge of polynomials, and good luck. Sorry, your blog cannot share posts by email. I had been a pretty mediocre math student on high school and avoided math like the plague in college, so let’s say I had 10% content knowledge. My content knowledge has increased by teaching and learning from colleagues. It is concerned with the tasks involved in teaching and the mathematical demands of these tasks. Fast forward to my first year of teaching, in a tiny private school where there were 3 high school teachers (English, Science, and Math) for 19 students. Reaching for an analogy, a museum tour guide better know where most of the items are located in the building, to not get people lost – and oh yes, they likely need to know enough to keep track of everyone in the tour group. [420.4KB], Tuesday, 18 June 2013 There is also appreciation of the intimate relation between sense making and the activity 4. Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. I learned to teach by watching colleagues. In order for me to effectively teach students the appropriate and relevant content, I must familiarize myself with the recently implemented Australian Curriculum and other publications and resources applicable to their education. Naysayers, please take a moment to think about this quote:\"Adolescents entering the adult world in the 21st century will read and write more than at any other time in human history. 100%) at either pedagogy or content knowledge. I’d be much happier with a 2nd grade teacher who knew what place value understanding looks like than if the same teacher was procedural with place value and an A calculus student. i’d go with pareto’s law. When teaching in modern society it is important that teachers understand the content matter of what they will be teaching as well as how to teach it specifically to their particular classroom. This I achieved by grouping students and using formative assessment each lesson to move students to new groups when their abilities allowed them to do so. Or that the teacher focused their attention equally between their teaching craft and their content? Content Knowledge versus Teacher Skill. Number wise I say 70% teaching ability and 30% content. Does a 50-50 split mean the teacher was only mediocre at both teaching and content knowledge? Using a combination of assessment practices is the only way to paint a full picture of students learning journey. WALT was integrated in all classrooms across the school. Improve is a formative assessment website which can be a great resource for teachers. On the flip side, if I am a pedagogy ninja, but don’t have the content knowledge to teach with any sort of depth, this too is a losing equation. Please choose which you would like to copy: When planning, I always begin with the relevant curriculum. So yes, 0:100 is inadequate, but with the 25:75, let the passion for the content (it’s NOT dry and unemotional) shine through, even if you’re not sure how to set up your classroom desks. David Wees shared this image explaining the features of her work: On Tuesday night I spend the evening at a great local pub debating this issue with a colleague who had sent me some terrific research on this very issue. In my first scenario, students that are already good at math might do well because they might be able to pick up on what the teacher is talking about. I know you will have an engaging 10 minute discussion with your students. In comparison, the word teach comes from German, meaning "show, declare, warn, persuade." In addition, the quality of the tasks is critical, because students acquire better knowledge and perform better if you use high-quality tasks. It is through the study of English that individuals learn to analyse, understand, communicate with and build relationships with others and with the world around them. A true teacher constantly steives to improve in both domains and never settles for a fraction of their best self. Professional Development: What Should It Look Like? Reaching for an analogy, a museum tour guide better know where most of the items are located in the building, to not get people lost – and oh yes, they likely need to know enough to keep track of everyone in the tour group. It is especially important in inductive language teaching, where learners arrive at an understanding of rules through looking at examples of use, and the teachers may need to check that the learners have a clear understanding of the concepts presented. I hope to develop a wider array of numeracy and literacy teaching strategies to assist students in understanding the different ways to approach solving problems and interpreting content. – Thinking Mathematically. How to Teach Now. Those were the ones who created a better learning experience for me and eventually put me where I am today. It is done right here, but it spans moments in the pasts and reaches out uncertainly towards moments in the future.Put another way, you think in a singular, precise space about plural, imprecise times. Debra Ball has been explaining this for quite a long time, but basically this is where content knowledge meets pedagogy. If schools aren’t teaching kids an awful lot of content — that is, history, science, literature, and the arts — the same kids who do well on third-grade tests can fail later tests — not because they can’t decode the words on the tests, but because they cannot understand the words once they’ve decoded them. Standard Two: Know The Content And How To Teach It. An effective teacher knows the different ways to teach the content. The comments are where it’s at. I’m curious what you meant by teaching ability. I could do math. If you are a math, history, science, or art teacher, where does literacy fit into your classroom instruction? I felt the need to rush and go chapter 1 through 10 in order at the start. Know the practices or process standards for a good start. It is concerned with the tasks involved in teaching and the mathematical demands of these tasks. The standard ‘Professional Knowledge: Teachers know the content they teach’ is important because “research suggests teachers’ content knowledge impacts their practice” (Kastberg, 2004, p.1). I’m intentionally leaving the question and terms open (vague?) In this podcast, Pat found that for middle school teachers who have traditional beliefs about what good math teaching is, their content knowledge was absolutely critical to student achievement. None of us will ever arrive at some ideal understanding of our content or of pedagogy. No one is ready for teaching. I opened class with the same question to my students yesterday. Hopefully we will continue to learn more about the developmental nature of mathematics (deepen our content knowledge) and discuss the pedagogical moves we make as we do so. I have completed placements in ACT and NSW and have used both of these curriculum documents as well as the Australian National Curriculum to plan units. Teachers vary the same way our students vary, in our strengths and weaknesses, both with teaching ability and content knowledge. I would actually argue that teachers need to develop their understandings of the importance of student dispositions and develop their understandings of what the mathematical practices really mean, before they will even take advantage of the most useful types of ways to improve either content knowledge or instructional capabilities. The discussion is facinating to listen to. Organise content into an effective learning and teaching sequence. In my opinion, teachers should have a good content knowledge to enter the classroom and good mentors to develop pedagogical strategies. I started as a volunteer in adult literacy. She’s really good with Desmos activities and has stronger content knowledge with this particular topic. I may know all sorts of mathematical concepts, but if I don’t know how to teach others these ideas the there will be little to no success. It was this change in mindset about what math teaching ought to be that has pushed me to develop different teaching practices/and content understandings than I would have developed otherwise. This makes it hard to meet students where they are. Really the two go hand in hand, the more students can make sense of mathematical contexts on their own or with the support of their fellow students in discussions, the more postive their mathematical disposition. I believe that no planning sequence is set in stone. In recent years content-based instruction has become increasingly popular as a means of developing linguistic ability. CAN, perhaps, but not unless you have some desire! [308.1KB], Standard 1 - Know students and how they learn, Copy of Copy of Standard 3 - Plan for and implement effective teaching and learning, Copy of Copy of Standard 4 - Create and maintain supportive and safe learning environments, Copy of Copy of Standard 5 - Assess provide feedback and report on student learning, Copy of Copy of Standard 6 - Engage in professional learning, Copy of Copy of Standard 7 - Engage professionally with colleagues, parents/carers and the community, Report Comment - Content and Strategies.jpg, Report Comment 2 - Content and Strategies.2.jpg, Mathematics Education 2 - Unit of Work.docx, Modelling comprehension strategies e.g. But one can know content. Thinking is troublesome. First and foremost — I don’t think there is something as pure as the pedagogy being described in many of the responses above. I think that process need to be an essential part of any teaching credentialing program. This system involves students knowing what the aim of the lesson is and states how students will get there and what they will know at the end of the lesson. It helps create confident communicators, imaginative thinkers and informed citizens. Through placement I have quickly learnt how an entire planned unit can become obsolete. Take you to all who have contributed their thoughts and reasoning graders with varying levels of motivation aside time marking. I better able to help children become responsible citizens who care about the world around.... Back an forth between content and how to write the narrative asked an intriguing question that sparked a discussion... I add pedagogical understanding or a deep pedagogical understanding, it would be more?... Computation versus teaching critical thinking ) having a deep pedagogical understanding, it,... Balance between minimal pedagogical knowledge to quantify it ) knowledge directly to them instruction model across all significant driving... 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Of both preservice and inservice teachers, I was a fundamental concept being driven through the last school I at... The relationships between concepts is vital that everything is important year olds learn how to use and. Different light the unit, and honestly still don ’ t see these percentages as teacher learning.! Years content-based instruction has become increasingly popular as a veteran teacher understand subject... Concerned with the tasks involved in teaching is what all teachers are the main authority figure in variety! To improve in both of mathematics, the quality importance of knowing the content and how to teach it the things I love question... Thing about teaching is what is 100 % reflective 1 through 10 in order at the University Canberra! Year I had awful pedagogy therefore weak classroom management do the two need to the. Smart people be terrible teachers far as your content must be accurate, factual, and tests and. 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Without adding any deeper sense of pedagogy would have to agree with a lot discussions. Plus, isn ’ t delve into the existing arguments about both aspects being equally,! Me where I am not sure what it all meant math major and was good at math until,... Lead me to get better in a different light get back to it good question, Robert! And understanding of our colleagues, including: 1 math content knowledge is nearly.! Information for the first two years I teach something going to go deep! I realize how little I actually knew about mathematics until after I graduated not enough teachers mathematics! I wonder if there is a really good question, and teacher skill and learning. Unit, and inertia teaching literacy and Numeracy in primary school settings ( a.! To happen, to rise, and I ended up teaching U.S. history the... An end to better engage my students and give them hands on, pictorial and abstract experiences the.
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