5+PK

Pedagogical Knowledge

GROUP #5

TPack definition: “Pedagogical Knowledge is deep knowledge about the processes and practices or methods of teaching and learning and how it encompasses (among other things) overall educational purposes, values and aims. This is a generic form of knowledge that is involved in all issues of student learning, classroom management, lesson plan development and implementation, and student evaluation. It includes knowledge about techniques or methods to be used in the classroom; the nature of the target audience; and strategies for evaluating student understanding. A teacher with deep pedagogical knowledge understands how students construct knowledge and acquire skills; develop habits of mind and positive dispositions towards learning. As such, pedagogical knowledge requires an understanding of cognitive, social and developmental theories of learning and how they apply to students in their classroom.”

PK= stuff we need to know in order to meet each students needs and help them to learn in the way they are most successful and to be able to recognize that there is learning going on. “the general concepts, theories and research about effective teaching”

Stories from Practice:

1. Some pedagogical approaches we apply all the time to be successful in our practice • laugh • trust • be kind • discuss issues • build problem solving skills • encourage persistence • help • not frighten • not humiliate • summarize • demonstrate • coach • accept knowledge without mixing it up with behaviour and grammar/spelling • praise effort and habits of mind, not answers • identifying a goal clearly • big ideas • student friendly learning targets • PLOs defined • describing/showing assessments • examples of successful end result and less acceptable work

For us, putting ourselves in our students’ shoes is the bedrock foundation of everything we build into our practice. We don’t pretend to know it all, but we do try to be flexible. We expect to be able to reframe knowledge and assessment. We expect to be encouraging and provide structure in which all students can be successful. If, even once, students are verbally ‘smacked’ they may become distrustful and experience anxiety which inhibits learning, even if they are not the one that is corrected. In order to maximize a positive atmosphere, we research assessment and learning and try different methods for students to learn both within and outside of the classroom. PK is not content knowledge to us, it is having enough basic knowledge about adolescent development and the theory of learning and instruction so that we can adapt on the fly. We also believe that learning never stops. An educator who says that they know it all or who stops investigating has begun to stagnate.

2. We are successful in our approaches when: • scaffolding is appropriately sequenced • formative assessment is constant and visible • students are able to demonstrating their knowledge in different ways • summative assessments are not feared • students feel comfortable asking for help • students work on task • students work at school and don’t worry at home • students are engaged and enjoying what they are doing • students want to come to class • they are looking (on their own) for ways to enhance their success • students understand the big picture • Lessons and practice are closely related • there is time for students to practice skills • there is a cooperative atmosphere in the shop/class • Students are interested in the process • There are opportunities for students to display knowledge and achievement

Effective pedagogy promotes student learning. We are most effective as teachers when we engage in activities which turn students on, keep them interested, and provide opportunities for them to succeed at what ever task we ask them to focus on.Establishing a positive atmosphere, effective routines and high expectations are key aspects of good pedagogy.