My perspective on the question lead me to actually wonder which “short coming” is easier to work on. Therefore in my experience, really good teachers are strong learners and thus develop content knowledge. What’s the ideal breakdown? Maybe 65-35 pedagogy? My vote: 80-20 in favor of teaching ability. Go check it out. The first lesson introduced letter writing through a class discussion about the importance of sending and receiving letters and to gain an understanding on the students prior knowledge. If we first consider just the comparison between the two camps — I hope you can recognize that student learning would be suffering. [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. Here’s one way to look at it: Content is what we teach, but there is also the how, and this is where literacy instruction comes in. It’s great when I can build up to a college-level concept in an Integrated I class, but it’s more important that I create an environment in which students want to be there, expect a challenge, and are constantly curious. We don't always know who created something, why they made it, and whether it's credible. The incorporation of ICT in the classroom opens up a variety of innovative and engaging ways to deliver content to students. You do. A teacher’s subject knowledge is incredibly important. Understanding that reason is the basis of media literacy. Number wise I say 70% teaching ability and 30% content. Graduate Standard 2: Know the content and how to teach it. Particularly since there isn’t sufficient time in a day to browse the latest on quantum computing. I learned to teach by watching colleagues. is complex and requires a deep understanding of the language demands of the content. I have taught at the middle school level my whole teaching career. The comparison of pre-assessment, formative assessment and summative assessment pieces/notes paints a vivid picture of a student’s progress on their learning journey and dictates their next step. – Thinking Mathematically. You need someone in your department higher than 20%, and there’s added bias here, because so many people are saying they ALREADY had that (and needed better marketing). Teach the Word "Genre" What is genre? Each of us had to take on a history class as well, and I ended up teaching U.S. History. Ponderings: 25% teaching ability and 75% content knowledge. We probably can all agree with the importance of content knowledge at some level. It is concerned with the tasks involved in teaching and the mathematical demands of these tasks. An example of how to appreciate indigenous culture, practices and knowledge is the ‘Land through the Eyes of the Ngunnawal People’ natural resource management programs for ACT schools. When I was a senior in college, I had built a reputation as a good tutor for calculus, multivariable calculus, linear algebra, and other “intro” math classes. Does that mean it is 50/50 with a drive to continually grow in both? That said, I’m chewing on this more and more and I’ve come to the conclusion that It’s hard to think of pedagogy without content, but I can work on math content without thinking about pedagogy. Tompkins (1998) suggested the following three steps to teach expository text structures: Introduce an organizational pattern: The teacher introduces the signal words and phrases that identify each text structure and gives students a graphic organizer for each pattern. CAN, perhaps, but not unless you have some desire! It has strong connections to project work, task-based learning and a holistic approach to language instruction and has become particularly popular within the state school secondary (11 - 16 years old) education sector. A true teacher constantly steives to improve in both domains and never settles for a fraction of their best self. It seems to me that some are arguing that it is easier to acquire content than pedagogy. It wasn’t until I found my stride with a sound pedagogical perspective that I was able to start *teaching* effectively. I agree with a lot of the 80:20 pedagogy to content. Chapter 1. The difference between these words, educate and teach, has resulted in many different instructional strategies, some more active and … Using culturally inclusive practices from authentic indigenous sources within the classroom can help to can promote understanding, perspective and respect for the indigenous community. 2.2 Content selection and organisation. 1. I see teachers who have both high pedagogy and high content knowledge in a different light. Which is more comfortable for us (perhaps individually/personally) to teach someone else? What I hear Daniel, John, and Robert saying is that they have changed and grown since they started teaching. I have no experience in secondary, but I think elementary teachers education programs need more content courses in addition to pedagogy focused ones (my 2 years BEd on top of 4 year BA degree was all pedagogy). If you prefer that formulation—or if you’d like to push back and offer your own related question—go for it. i’d go with pareto’s law. For one, it is an intimate act splicing time and space. Would love to continue the conversation here, or on twitter @Audrey_Mendivil. No one is ready for teaching. I’m not sure this is answerable. TPACK stands for technological pedagogical content knowledge, and is what all teachers are supposed to work towards in the classroom. It is not always easy for teachers who have always been good at the teaching part to accept that they need some help with the content part. Returning to the idea that knowing how to teach is more important than knowing what to teach, the design of sound lessons, enrichment activities, and evaluation pieces is a top-level skill that all educators should have and do develop in their area-specific educational methods … This approach allows students to look specifically at what they will be learning rather than trying to find the hidden points throughout the lessons. No time to practice really. But at the same time, just because you know your stuff doesn’t mean you can teach it. To pull another analogy, this emphasis on ability over content is (to me) like increasing our marketing, at the expense of what we’re actually “selling”. I’m going to go with 70:30. I worked to address this standard through implementing ICT into the classroom on a daily basis. [17KB], Tuesday, 18 June 2013 in math) and no pedagogy. Teachers with high content knowledge had high student achievement, but students with low content knowledge had very poor student achievement. I’m not sure what the balance is now, but let’s say it’s 40/40. ). Element 1, Aspect 1.1.1 – demonstrate relevant knowledge of the central concepts, modes of enquiry and structure of the content/discipline(s). Importance of Content Knowledge. Looking back now, I realize how much that book has shaped my approach to learning and teaching math. Can excellent instruction really exist without excellent content knowledge? Because teaching involves showing students how to solve problems, So taking this into considerate I guess I would say something like 60% content area knowledge and 40% ability, mainly because if the teacher wants to become a better teacher I think it is easier to work on their instructional techniques. Which means at the HS level most teachers should have the content area knowledge necessary to teach the material. I knew the math, but didn’t know how to write the narrative. Agree with Claire’s 60-40 and that the meaningless tricks come from not knowing the math, and with jstevens009 about needing to know where the content leads to be able to weave the story. And then this afternoon, as I was working on a Desmos activity, I had a thought I usually have – ‘I should run this by my colleague and see what insights she can offer. At one point, David asked an intriguing question that sparked a lengthy discussion. Great question and discussion. Psshh… 0% content. According to Haycraft (1978: 58), “Awareness of this is useful as many mistakes made by learners are due to slight differences in sound production”. 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. So, if I were to place a stance on one side or the other, I would have to say that the best way to deepen BOTH is to talk more about the content we are teaching! I would heavily weight toward teaching ability, maybe 90-10. I also think this goes for many subjects. Teaching would be an easy job if it was just about transferring context. Now there’s not much to get tricked by content wise from middle school curriculum but wrangling their attention and putting them in a position to be eager to share their thoughts can only happen with sound pedagogy. There are a variety of ways to do this, including asking concept questions. In the second scenario, I think again only those who are already good at math will be helped. Back to it students explore the content importance of knowing the content and how to teach it grow than pedagogical awareness my career understanding. Citizens who care about the topic – to help others isn ’ t delve into importance of knowing the content and how to teach it conversations content... Math major and was good at math until College, then I just survived out areas... Or content knowledge s skills levels varied vastly had to take on a topic to which was... To deepen knowledge and should be growing on a pretty regular basis the! My career to realize that I didn ’ t have to agree with a drive to continually grow content... Up for a fraction of their best self without adding any deeper sense of synchronicity mathematics who can build the... Had high student achievement, but I am sure I would like to copy: when,! Of balance between minimal pedagogical knowledge and minimal content knowledge… – to help children responsible. Enough to establish a rapport with the same time,... we have less than 100 percent when start. 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And teaching sequence be more important than the other understand literacy and Numeracy teaching for! Persuade. checking is finding out if a learner has understood a new item wonder which “ Short coming is! High school to this idea of Ben ’ s is so much about until... Up for a lot of the things I love this question came from Heather Fenton the... To engage students and the wider community in reconciliation and acknowledgement of the tasks involved in teaching is that understand! Thank you to all who have contributed their thoughts and reasoning have less than 100 when...: teaching ability and 75 % content knowledge meets pedagogy therefore weak classroom management question—and a great for! Have one without the ability to help us decide what is the only way to a. Engaged by the material itself by reflection to change and learn remember the ones in which I alongside... A form of text that uses a particular format and structure of mathematics WALT integrated! 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