Exam (elaborations)
ISC3701 Assignment 2 2024 - DUE 14 May 2024
- Course
- ISC3701 (ISC3701)
- Institution
- University Of South Africa (Unisa)
QUESTIONS AND ANSWERS ISC3701 Assignment 2 2024 - DUE 14 May 2024
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ISC3701ASSIGNMENT 2
2024 - DUE 14 MAY
2024
musyokah11@gmail.com [Company address]
,ISC3701 Assignment 2 2024 - DUE 14 May 2024
1. In your own words, use literature/studies to describe the concept of
‘pedagogical content knowledge (PCK)’. Please incorporate the PCK diagram
to provide more clarity to your description. 10
Demystifying PCK: The Teacher's Toolkit
Imagine a teacher – let's call her Ms. Li – explaining the complex concept of
fractions to her fifth graders. Simply knowing fractions (content knowledge) or
having a toolbox of teaching methods (pedagogical knowledge) isn't enough.
Here's where Pedagogical Content Knowledge (PCK) comes in.
Developed by Lee Shulman in the 1980s, PCK is the magic that transforms a
subject matter expert into an effective teacher. It's the bridge between what you
know (fractions) and how you teach it in a way that resonates with your students
(using manipulatives, relating fractions to pizza slices).
Think of PCK as a three-legged stool, according to Shulman (1986) [1]:
Content Knowledge (CK): This is Ms. Li's rock-solid understanding of fractions –
their different representations (fractions as parts of a whole, on a number line),
operations (addition, subtraction), and common misconceptions students might
have.
Pedagogical Knowledge (PK): This is Ms. Li's bag of tricks – teaching strategies
like using manipulatives (fraction bars), connecting fractions to real-life examples
(sharing a pizza), and employing different instructional methods (individual
practice, group activities) to cater to diverse learning styles.
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, Pedagogical Content Knowledge (PCK): This is the magic glue that binds the other
two legs. It's Ms. Li's ability to take her knowledge of fractions (CK) and her
teaching methods (PK) and weave them together to create effective learning
experiences for her students.
She knows that fractions can be tricky for some students, so she uses
manipulatives (informed by CK) to make them more concrete (informed by PK).
She uses visual aids and real-world examples (informed by PK) to explain fraction
concepts (informed by CK). This is the essence of PCK – it's the teacher's ability
to transform abstract knowledge into something meaningful for their students.
Studies by researchers like Coe et al. (2014) [2] highlight the importance of PCK
for effective teaching. Teachers with strong PCK can identify student
misconceptions, adjust their instruction on the fly, and choose the most appropriate
strategies to help their students learn.
In conclusion, PCK is the secret sauce that turns subject matter knowledge into
impactful teaching. It's the teacher's superpower, allowing them to bridge the gap
between content and student understanding.
2. Explain the basic approach you would use to apply the principles of
constructivism in your specialised teaching area. 10
how the principles of constructivism could be applied in a general sense:
Engaging Students in Building Knowledge
For exam pack with questions and answers, quality notes, assignments and exam
help:
email: musyokah11@gmail.com
WhatsApp: +254792947610
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