Transcript Models of Teaching and Learning in CIT

Models of Teaching and
Learning in CIT
An overview of whole class teaching
An introduction: what is PCK?
Reference Web site: Teaching Tips Index
http://www.hcc.hawaii.edu/intranet/committees/FacDev
Com/guidebk/teachtip/teachtip.htm#techniques
Our background: different from
other teachers
 Computer teachers are expected to
perform additional duties outside of
the classroom such as monitoring
computer labs, servicing computing
equipment and providing computer
expertise for others in the school.
Do we have time to prepare a lesson ?
Our background: same as other
teachers
 Whole class teaching
 Direct teaching with oral, interactive and
lively questioning and answering
 Students are expected to contribute
points to discussions
 Teachers will explain, demonstrate and
make good use of students’ responses
 Go to the note page
Aims ?
 Teacher effectiveness
 A descriptive reconstruction of successful
classroom instruction of CIT
 Reconstruction of wisdom of practice
 Models of teaching and learning of CIT
Two beliefs
 A professor of computer science can
teach computer science to students of
any levels, K-12
 because he/she knows computer science
 A professor of pedagogy in college of
education can teach any subjects
 because he/she knows the method
Two beliefs …
 When a teacher
doesn’t have a
deep
understanding of a
subject, the
teacher cannot
help students
understand and get
excited by the
subject
 Teaching is
nondisciplinary
 There are various
generic models of
good teaching that
teachers can follow
Can you find out the differences?
 Content knowledge
 Subject matter; “school IT” and “IT” ?
 Curricular knowledge
 Teaching media and the curriculum
 Pedagogical knowledge
 Classroom know-how; not related to the
subject, e.g. classroom management
The differences
tranlates
Pedagogy PC K Content
is informed by
The
environment
for learning
into
is relevant to
CIT
curriculum
Pedagogical content knowledge
 There was a missing component
called pedagogical content knowledge
(PCK)
 Teaching is discipline-specific, agespecific and context-specific
 What teachers know about teaching
plus what teachers know about what
they teach
Shulman, L. S. (1987). Knowledge and teaching: Foundations of
the new reform. Harvard Educational Review(57), 1-22.
PCK …
 Contextual knowledge
 The teacher’s interpretations and
transformations of subject matter
knowledge in the context of facilitating
student learning
 Knowledge about the teacher’s students.
What learning difficulties can be
expected in the teaching
Class work
Direct teaching (whole class)
 Teaching a concept
 Teaching a generalisation
Class work