Not exact matches
But new evidence suggests that striking the right balance of formal
content training with
pedagogical methods, particularly in the
area of mathematics, is a crucial piece of the training puzzle.
Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and
pedagogical approaches designed to promote deep comprehension in the
content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science
content (Fischer), social studies
content (Selman), and academic language skills (Snow & Uccelli).
Significant effects of professional - development programs were found when programs focused on
content knowledge in the math and science subject
areas plus
pedagogical training in teaching the subject matter.
After all, as a training manager, this is what you aim for: You want your attendees to improve their skills on a certain
area, by providing them
pedagogical content, whether physical or digital.
Recent advancements in education research have brought a new lens to these two
areas and suggest that in many cases, teacher preparation programs are not currently designed to provide adequate
content knowledge or to teach
pedagogical practices that are supported by research evidence.
While the Technological
Pedagogical Content Knowledge (TPACK) framework, new for the 5th edition, provides teachers with the knowledge and skills to overcome obstacles when integrating technology into their curriculum — across the content
Content Knowledge (TPACK) framework, new for the 5th edition, provides teachers with the knowledge and skills to overcome obstacles when integrating technology into their curriculum — across the
contentcontent areas.
In addition to strong
pedagogical knowledge, great teachers must also be masters of their individualized
content area.
TPACK can be described as teachers» knowledge of when, where, and how to use technology, while guiding students to increase their knowledge and skills in particular
content areas using appropriate
pedagogical approaches (Brantley - Dias & Ertmer, 2013; Niess, 2011).
Like Graham et al. (2012), we found that the preservice teachers focused on general
pedagogical practices (i.e., explicit instruction) applicable across
content areas.
These generic
pedagogical strategies were independent of
content, because they could be used across various
content areas (Cox & Graham, 2009; Graham et al., 2012).
The teacher's demonstrated
pedagogical skills, including at least a special determination concerning the teacher's knowledge of his or her subject
area and the ability to impart that knowledge through planning, delivering rigorous
content, checking for and building higher - level understanding, differentiating, and managing a classroom; and consistent preparation to maximize instructional time.
The instructional approaches for ESL in the bilingual classrooms parallel
pedagogical methodology of mainstream classes in
content areas, and the state standards are utilized for instruction and achievement.
Building on the district's «Destination Excellence» vision of inspiring and preparing every student to love learning and achieve ambitious goals, Empower creates weekly opportunities for teams of teachers in a
content area to lead collaborative learning and practice in rigorous standards and
pedagogical best practices.
The authors also discuss
pedagogical uses of this activity across the
content areas, as well as describe ways to relate Five - Picture Charades to lesson planning and curriculum development projects.
In determining what teachers need to know, Shulman (1987) describes four
areas as essential: general
pedagogical knowledge (how to teach),
content knowledge (science),
pedagogical content knowledge (how to teach science), and disciplinary knowledge (inquiry and scientific processes).
Baseline performance assessments, task analyses, and
pedagogical practices are teacher and
content area specific and should be embedded in methods and learning theory courses throughout the teacher's preservice program.
Nonetheless, teacher feedback continued to be varied and at times appeared to be contradictory, highlighting the importance of contextualization, and focused on more individualized, targeted PD sessions to address both
content area interests as well as
pedagogical practices.
We should require aspiring teachers to major in the
content area they wish to teach and then reallocate the funding of colleges of education to school districts that would assume the obligation for
pedagogical education and mentoring in classroom management.
However, anyone using the expert feedback approach should be aware that different experts, especially those with experience and expertise in different
pedagogical or
content areas, are likely to make different critical observations.
We understand that educational technology courses may teach computer skills — but technology applications really can and should also be introduced and reinforced in methods courses — modeled in and applied to specific
pedagogical constructs within the
content areas.
Teachers may earn endorsements in several
content areas by taking the assigned exams for each
area but only must pass the
pedagogical section of the OAE once for each grade level endorsement.
In 1986 Lee Shulman proposed that crucial aspects of
pedagogical practice are uniquely connected to specific
content areas and coined the term «
pedagogical content knowledge.»
The OAE exams are completed in two parts,
pedagogical (teaching skills) knowledge and
content area knowledge.
All candidates seeking certification in Adolescence to Young Adult are required to take and pass the OAE
Pedagogical Assessment of Professional Knowledge: Adolescence to Young Adult, along with the
Content Assessment (s) required for their subject
area.
All candidates seeking Intervention Specialist certification are required to take and pass the OAE
Pedagogical Assessment of Professional Knowledge: Early Childhood PK — 3 or Multi-Age K — 12 (depending on grade level), along with the
Content Assessment (s) required for their subject
area.
All candidates seeking certification in Middle Childhood are required to take and pass the OAE
Pedagogical Assessment of Professional Knowledge: Middle Childhood (002), along with the
Content Assessment required for their subject
area.
Some schools have increased student achievement by providing professional learning that addresses
pedagogical techniques in more specific,
content - based topics related to teachers» grade levels and subject
areas.29
- Articulate profession - led standards of practice in five key
areas — subject
content;
pedagogical knowledge; professional skills; contribution to the profession and leadership;
Each group shares a focus - whether a
content area, demographic group, or
pedagogical lens - that drives shared understanding of how to positively impact student learning district - wide.
We realize the benefits, both financial and from a
pedagogical stand point of «going open» and plan to curate OER resources with teachers of all grade levels and
content areas over the next few years.
Each group shares a focus - whether a
content area, demographic group, or
pedagogical lens - that drives shared understanding of how to positively impact student learning.
The American Association of Colleges of Teacher Education published a landmark work, the AACTE Handbook of Technological
Pedagogical Content Knowledge (2008), with chapters devoted to pedagogical approaches to the use of technology in different con
Pedagogical Content Knowledge (2008), with chapters devoted to pedagogical approaches to the use of technology in different content
Content Knowledge (2008), with chapters devoted to
pedagogical approaches to the use of technology in different con
pedagogical approaches to the use of technology in different
contentcontent areas.
Provide superintendents and principals with a
pedagogical framework that allows them to understand how technology use may differ across grade levels and
content areas.