How might making a mentoring project’s available resources

Week 6 Journal

A critical part of the mentoring process is creating a visible action plan that captures a group’s theory of change. After reading the chapter, focus on the section titled Make Your Project Visible and use Table 8.3 (do not confuse this with Figure 8.3); reflect on how to put a mentoring plan into action. In one-page minimum, address the following questions:

• How might making a mentoring project’s available resources (e.g., the assets that include time, money, partners, research, and available mentoring expertise) visible allow for thoughtful review by a planning team before, during, and after the project?
• How would identifying a mentoring project’s activities and processes (e.g., observing documenting, reflecting, analysis, application, feedback, goal-setting, and modeling) allow for adjustment before, during, and after a project?
• How does identifying the expected outcomes for both children and adults involved in a mentoring project increase the chance that the outcomes will be met?
• As you reflect on this course, identify and briefly discuss a theme/idea that resonates with you as a leader who is invested in supporting the learning and development of the adults and children involved in early childhood education.

Fluency Strategies

Grand Canyon University American Psychological Association [APA] Style Guide for Writing

Introduction

Students of Grand Canyon University (GCU) are required to use the guidelines provided by the Publication Manual of the American Psychological Association (6th ed.) for preparing written assignments, except where otherwise noted. GCU has made APA templates and other resources available within the Student Success Center; therefore, students are not required to purchase the APA manual.

PLEASE NOTE: The curriculum materials (Syllabus, Lectures/Readings, Resources, etc.) created and provided by GCU in the online or Web-enhanced modalities are prepared using an editorial format that relies on APA as a framework but that modifies some formatting criteria to better suit the nature and purpose of instructional materials. Students and faculty are advised that GCU course materials do not adhere strictly to APA format and should not be used as examples of correct APA format when preparing written work for class.

 

APA Format and Style

General

Academic writing, which is independent thought supported by reliable and relevant research, depends on the ability to integrate and cite the sources that have been consulted. Use APA style for all references, in-text citations, formatting, etc.

Write in first- and second-person sparingly, if ever. This means, avoid using Iwe, and you; instead, use heshe, and they. Do not use contractions.

Paper Format

1) Use standard-sized paper of 8.5″ x 11″.

2) Margins should be 1″ all around (top, bottom, left, right).

3) Use Times New Roman 12-point font.

4) For emphasis, use italics (not quotation marks, bold, etc.).

5) Double-space.

6) Align the text flush left.

Organization

The basic organization of an APA-style paper includes the title page, abstract, body, and reference section, though students are encouraged to follow any specific directions given in their Overview assignment.

Title Page

The title page includes four elements that should be centered in the middle of the page: title, author byline, institutional affiliation followed by the course prefix and number (e.g., Grand Canyon University: PSY 351), and date of submission. Please note that even though APA does not require the date on a title page, it is a requirement for GCU papers.

Being the first page, the title page is where to set up your page header, which includes the running head and the page number. The running head—an abbreviated title that is a maximum of 50 characters—should appear flush left in all uppercase letters in the header on all pages. Page numbers should be in the header, flush right.

To format your running head and page numbers in Microsoft Word 2010, click InsertHeader Blank. In the header box that shows up, type Running head: ABBREVIATED TITLE HERE. After the title, tab over till the cursor is at the right margin, highlight the space, and click InsertPage Number and select Current PositionPlain Number.

Abstract

The abstract covers the main points of the paper and is not always required in a GCU writing assignment. Read the assignment instructions carefully to determine whether the assignment requires an abstract or not.

1) Abstract is page 2 of the assignment.

2) The word Abstract should be centered at the top of the page.

3) As per GCU policy, the abstract should not exceed 120 words.

4) Do not indent the abstract paragraph.

Body

The body will contain all of the author’s main points as well as detailed and documented support for those ideas.

1) The body begins on its own page.

2) The title of the paper should be centered at the top of the first page of the body, in initial caps.

3) The introduction follows the title, but is not labeled.

4) Use headings to separate sections of the paper, but none of the sections should start their own page. The first level of heading is centered and bolded with each word of four letters or more capitalized (see template for an example). The second level of heading (subheading) is flush left and bolded, with each word of four letters or more capitalized. Note that not all papers will have headings or subheadings in them. APA dictates that you should avoid having only one subsection heading and subsection within a section. In other words, use at least two subheadings under a main heading, or do not use any at all.

References

The references page will contain a list of all sources actually cited in the paper.

1) This should start its own page.

2) The word References, though not in italics, is centered at the top of the page.

3) Include all, any, and only sources that were actually cited in the paper.

4) Arrange the sources in alphabetical order using the authors’ last names.

Style, Punctuation, and Mechanics

Numbers

1) Use numerals for numbers 10 and above (12 of the subjects); for numbers above and below 10 grouped for comparison (2 of 16 responses); for numbers representing times, dates, measurements, and ages (2-year-olds, 2 hr 15 min); for statistics and percentages (multiplied by 5, 5% of the sample); and for numbers denoting a specific place in a series, book, or table (Table 3, Group 3, page 32).

2) Spell out numbers below 10 that do not represent precise measurements (eight items, nine pages); for numbers beginning a sentence, title, or heading (Forty-eight people responded. Ten subjects improved.); for common fractions (one fifth of the class); and for approximations of numbers of days, months, and years (about three months ago).

Acronyms

An acronym uses the first letter of each word in a name or title.

1) Acronyms must be spelled out completely on initial appearance in text. The abbreviation or acronym should appear in parentheses after that initial spelling out.

Example:

The No Child Left Behind Act (NCLB) had a profound impact on public education in the United States. The NCLB was an initiative of President George W. Bush in 2002.

Spelling and Word Usage

Use Merriam-Webster’s Collegiate Dictionary as a default for spelling words. The dictionary can also be used as a resource for hyphenation, capitalization, etc.

In-Text Punctuation

1) According to the American Psychological Association (APA), one space after terminal punctuation is considered correct for papers submitted for a grade.

2) Use ellipses when omitting material within a quote.

3) Place a comma after the penultimate word in a series. For example: Your books, ball, and bat are under the bed.

4) If a compound word is not in Merriam-Webster’s Collegiate Dictionary, use hyphens for clarity rather than omit them.

5) Hyphenate compound adjectives that precede the noun they modify, except when the first word of the compound is an adverb ending in -ly. For example: role-playing technique, two-way analysis, middle-class families, widely used method

6) Do not hyphenate a compound adjective if its meaning is established or it cannot be misread. For example: grade point average, health care management

7) See page 98 of the APA Manual for further rules on hyphenation.

Initial Capitalization

1) Capitalize all words of four or more letters in titles (books, articles, etc.) used in text. This rule does not apply within the References section, except for the titles of periodicals.

2) Capitalize proper nouns and names.

In-Text Citations

In-text citations are used in the body of a paper to show which sources a student used for particular material.

When you use material from a source, you need to document that source by using a citation and reference note. All quotations, paraphrases, and summaries must be referenced. Using material from a source without citing that source is considered plagiarism; please reference GCU’s policy on Plagiarism in the University Policy Handbook.

Citation Rules

1) In-text citations should note the author information, plus the publication year.

2) For a work by one author, cite last name followed by year on every reference. This citation can be placed at the end of the sentence, or it can be incorporated into the grammatical structure of the sentence.

Examples:

Researchers have concluded that food and comfortable setting were more important than games available to most students (Liu, 1999).

According to Liu (1999), researchers have concluded that food and comfortable setting were more important than games available to most students.

3) For a work by two authors, cite both last names followed by year on every reference.

Examples:

(Walker & Allen, 2004)

According to Walker and Allen (2004)…

4) For a work by three to five authors, cite all last names followed by year on first reference, and the first author’s last name followed by et al. and year upon subsequent references.

Examples:

(Bradley, Ramirez, Soo, & Walsh, 2006)

(Bradley et al., 2006)

5) For a work by six or more authors, cite last name of the first author followed by et al. and the year on all references.

Examples:

(Wasserstein et al., 2005)

According to Wasserstein et al. (2005)…

6) If no author exists for the source, use the first few words of the title.

Example:

Students were more concerned about having a place to socialize with other students than about all-out competition (“Philosophy and the Science,” 2001).

7) When referencing the Bible, cite the book, chapter number, and verse number(s) (starting and ending). The first time the Bible is cited in the paper, also include the version used. This system of citation for the Bible is sufficient and requires no reference note for the Bible on the References page.

Examples:

· Citing the Bible, first reference: Use book, chapter, verse, and version (Luke 2:16-20 King James Version).

· Citing the Bible, subsequent references: Use only book, chapter, and verse (Luke 2:16-20).

8) If the material is a direct quote, the page or paragraph number of the source should immediately follow.

Examples:

“Ethics examines moral values and the standards of ethical behavior” (Ornstein et al., 2008, p. 162).

Basu and Jones (2007) went so far as to suggest the need for a new “intellectual framework in which to consider the nature and form of regulation in cyberspace” (para. 4).

9) Quotations with 40 or more words should be in block format.

a. Omit the encompassing quotation marks.

b. Start a block quote on a new line.

c. Indent the entire block 0.5 inches from the left margin (in the same position as a new paragraph)

d. Additional paragraphs within a block quote should have the first line indented an additional 0.5 inches.

e. The in-text citation for a block quote is placed outside the final punctuation for the quote.

f. Double space.

 

Sample Paragraph With In-Text Citations

 

Liu and Berry (1999) conducted a survey of college campuses to determine the best design for a student lounge. They concluded that food and comfortable seating were more important than games available to most students. Students were more concerned about having a place to socialize with other students than about all-out competition. In fact, they continue,

arcade games could be a turn-off for some students because they did not want to compete with the noise to talk. These same students said that they would prefer to have a place where they could study and casually socialize at the same time, so seating, lighting, and noise level were all crucial. (Liu & Berry, 1999, p. 14)

This study and others (Wendell, 1978; Hartford, Herriford, & Hampshire, 2001; Johnson et al., 2004) confirm that while having activities is important, students are more drawn to comfortable multi-purpose environments.

In-Text Citation Examples

Book Reference:

Ellis, D. (2006). Becoming a master student. Boston, MA: Houghton Mifflin Company.

With a direct quote:

Ellis (2006) notes that “creative thinking is more appropriate in the early stages of planning and problem solving” (p. 223).

Without a direct quote:

It may be more appropriate to think creatively during earlier planning and problem-solving stages (Ellis, 2006).

 

APA References

The reference list should appear at the end of a paper. It provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper. Each source you cite in the paper must appear in your reference list; likewise, each entry in the reference list must be cited in your text.

Your references should begin on a new page separate from the text of the essay; label this page References (with no quotation marks, underlining, etc.), centered at the top of the page. The References page should be double-spaced just like the rest of your essay.

1) All lines after the first line of each entry in your reference list should be indented one-half inch from the left margin. This is called hanging indentation.

2) Invert all authors’ names; give surnames and initials for up to and including seven authors (e.g., Author, A. A., Author B. B., Author, C. C.). When authors number eight or more, include the first six authors’ names, then insert three ellipses, and add the last author’s name.

Example:

Gilber, D. G., McClernon, J. F., Rabinovich, N. E., Sugai, C., Plath, L. C., Asgaard, G., … Botros, N. (2004). Effects of quitting smoking on EEG activation and attention. Nicotine and Tobacco Research6, 249-267. doi:10.1080/14622200410001676305

3) In reference notes for journal articles, include both the volume and issue numbers if each issue of the journal is paginated separately (i.e., beings with page 1). If the journal paginates continuously throughout the volume, then use only the volume number in the reference note.

4) Reference list entries should be alphabetized by the last name of the first author of each work.

5) If you have more than one article by the same author, single-author references or multiple-author references with the exact same authors in the exact same order are listed in order by the year of publication, starting with the earliest.

6) When referring to any work that is NOT a journal—such as a book, article, or Web page title—capitalize only the first letter of the first word of a title and subtitle, the first word after a colon or a dash in the title, and proper nouns. Do not capitalize the first letter of the second word in a hyphenated compound word.

 

Reference Examples: Books, Reference Books, and Book Chapters

Entire Book — Print Version

Format:

Author, A. A. (Year). Title of work. Location: Publisher.

Example:

Daresh, J. C. (2004). Beginning the assistant principalship: A practical guide for new school administrators. Thousand Oaks, CA: Corwin.

Electronic Version of a Print Book

Format:

Author, A. A., & Author, B. B. (Year). Title of work. Retrieved from http://www.xxxxx

Example:

Shotton, M.A. (1989). Computer addiction? A study of computer dependency [DX Reader version]. Retrieved from http://www.ebookstore.tandf.co.uk/html/index.asp

Format:

Author, A. A. (Year). Title of work. doi:xxxx

Example:

Schiraldi, G. R. (2001). The post-traumatic stress disorder sourcebook: A guide to healing, recovery, and growth [Adobe Digital Editions version]. doi:10.1036/0071393722

Electronic-Only Book

Format:

Author, A. A. (Year). Title of work. Retrieved from http://www.xxxxx

Example:

O’Keefe, E. (n.d.). Egoism and the crisis in Western values. Retrieved from http://www.onlineoriginals.com/showitem.asp?itemID=135

Edited Book

Format:

Editor, A. A. (Ed.). (Year). Title of work. Location: Publisher.

Example:

Feldman, P. R. (Ed.). (1997). British women poets of the romantic era. Baltimore, MD: Johns Hopkins University.

Chapter in a Book

Format (Print):

Author, A. A., & Author, B. B. (Year). Title of chapter or entry. In A. A. Editor & B. B. Editor (Eds.), Title of book (pp. xxx-xxx). Location: Publisher.

Example (Print):

Haybron, D. M. (2008). Philosophy and the science of subjective well-being. In M. Eid & R. J. Larsen (Eds.), The science of subjective well-being (pp. 17-43). New York, NY: Guilford Press.

Format (Online):

Author, A. A., & Author, B. B. (Year). Title of chapter or entry. In A. A. Editor & B. B. Editor (Eds.), Title of book (pp. xxx-xxx). Retrieved from http://www.xxxx

Example (Online):

Haybron, D. M. (2008). Philosophy and the science of subjective well-being. In M. Eid & R. J. Larsen (Eds.), The science of subjective well-being (pp. 17-43). Retrieved from http://www.science.com/ Philosophy and the science.pdf

Format (Online with DOI):

Author, A. A., & Author, B. B. (Year). Title of chapter or entry. In A. A. Editor & B. B. Editor (Eds.), Title of book (pp. xxx-xxx). doi:xxxxxxx

Example (Online with DOI):

Haybron, D. M. (2008). Philosophy and the science of subjective well-being. In M. Eid & R. J. Larsen (Eds.), The science of subjective well-being (pp. 17-43). doi:10.1037/10762-000

 

Multiple Editions of a Book

Format:

Author, A. A. (Year). Title of work (xx ed.). Location: Publisher.

Example:

Parker, F., & Riley, K. (2004). Linguistics for non-linguists: A primer with exercises (4th ed.). Boston, MA: Allyn & Bacon.

Entry in an Online Reference Work — Byline Available

Format:

Author, A. A. (Year). Entry title. In B. B. Editor (Ed.), Title of reference work (xx ed.). Retrieved from http://www.xxxxx

Example:

Graham, G. (2005). Behaviorism. In E. N. Zalta (Ed.), The Stanford encyclopedia of philosophy (Fall 2007 ed.). Retrieved from http://plato.stanford.edu/entries/ behaviorism

Entry in an Online Reference Work — No Byline Available

Format:

Entry title. (Year). In Title of reference work (xx ed.). Retrieved from http://www.xxxx

Example:

Heuristic. (n.d.). In Merriam-Webster’s online dictionary (11th ed.). Retrieved from http://www.m-w.com/dictionary/heuristic

Entry in Reference Work — No Byline

Format:

Entry title. (Year). In A. Editor (Ed.), Title of reference work (xx ed., Vol. xx, pp. xxx-xxx). Location: Publisher.

Example:

Heuristic. (2007). In J. Smith (Ed.), The book of words (7th ed., Vol 3, pp. 65-66). New York, NY: Jones and Lawrence.

 

Book Written and Published by Organization

Format:

Organization Name. (Year). Title of work. Location: Publisher.

Example:

American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: Author.

Note that the organization is both the publisher and the author, so the word “Author” is noted in place of the publisher’s name.

The Holy Bible

The Bible does not need to be listed on the reference page, but it does need to be cited in-text. (Refer to in-text citation rule.)

Reference Examples: Periodicals

Journal Article With DOI

Format:

Author, A. A. (Year). Title of article. Journal TitleVolume(Issue), xxx-xxx. doi:xxxxxx

Example:

Kalpič, B., & Bernus, P. (2006). Business process modeling through the knowledge management perspective. Journal of Knowledge Management, 10(3), 40-56. doi:10.1108/13673270610670849

Journal Article Without DOI and Retrieved From Internet

Format:

Author, A. A. (Year). Title of article. Journal Title, Volume(Issue), xxx-xxx. Retrieved from http://www.xxxxxxxx

Example:

Sillick, T. J., & Schutte, N. S. (2006). Emotional intelligence and self-esteem mediate between perceived early parental love and adult happiness. E-Journal of Applied Psychology2(2), 38-48. Retrieved from http://ojs.lib.swin.edu.au/index.php/ejap

 

Journal Article Without DOI and Retrieved From Print Version

Format:

Author, A. A. (Year). Title of article. Journal TitleVolume(Issue), xxx-xxx.

Example:

Light, M. A., & Light, I. H. (2008). The geographic expansion of Mexican immigration in the United States and its implications for local law enforcement. Law Enforcement Executive Forum Journal8(1), 73-82.

Article in a Magazine — Print

Format:

Author, A. A. (Year, Month). Article title. Magazine TitleVolume(Issue), xxx-xxx.

Example:

Mehta, P. B. (1998, June). Exploding myths. New Republic290(25), 17-19.

Article in a Magazine — Online

Format:

Author, A. A. (Year, Month). Article title. Magazine TitleVolume(Issue). Retrieved from http://www.homepage

Example:

Clay, R. (2008, June). Science vs. ideology: Psychologists fight back about the misuse of research. Monitor on Psychology39(6). Retrieved from http://www.apa.org/monitor

Article in a Newspaper — Print

Format:

Author, A. A. (Year, Month Day). Article title. Newspaper Title, pp. xx, xx.

Example:

Schwartz, J. (1993, September 30). Obesity affects economic, social status. The Washington Post, pp. A1, A4.

 

Article in Newspaper — Online

Format:

Author, A. A. (Year, Month Day). Article title. Newspaper Title. Retrieved from http://www.homepage.com

Example:

Brody, J. E. (2007, December 11). Mental reserves keep brain agile. The New York Times. Retrieved from http://www.nytimes.com

Report from University or Government Organization, Corporate Author

Format:

Organization name. (Year). Title of report (Publication No. xx). Retrieved from http://www.xxxx

Example:

U.S. Department of Health and Human Services, National Institutes of Health, National Heart, Lung, and Blood Institute. (2003). Managing asthma: A guide for schools (NIH Publication No. 02-2650). Retrieved from http://www.nhlbi.nih.gov/health/prof/asthma/asth_sch.pdf

Authored Report from Nongovernmental Organization

Format:

Author, A. A., & Author, B. B. (Year). Title of report (Research Report No. xxx). Retrieved from Agency name website: http://www.xxxxxxxxx

Example:

Kessy, S. S. A., & Urio, F. M. (2006). The contribution of microfinance institutions to poverty reduction in Tanzania (Research Report No. 06.3). Retrieved from Research on Poverty Alleviation website: http://www.repoa.or.tz/documents_storage/Publications/Reports/06.3_Kessy_and_Urio.pdf

 

Web Pages

The basic format for referencing Web pages is as follows:

Format:

Author, A. A. (year). Title of work [format description]. Retrieved from http://URL.

Note: The format description in brackets is used when the format is something out of the ordinary, such as a blog post or lecture notes. For other examples of format descriptions, refer to page 186 of the Publication Manual. If no date is given for the work, use (n.d.).

Examples:

Author Known

Landis, B. (1996). Carlisle Indian Industrial School history. Retrieved from http://home.epix.net/~landis/histry.html

Author Unknown

TCA Abu Dhabi launches new Global Destination campaign. (2016, November 1). Retrieved from http://www.uaeinteract.com/news/default3.asp?ID=20

Note: Use the article title or Web page title as the first element of the citation if the author is unavailable.

When discussing an entire website (as opposed to a specific page on the website), an entry does not appear in the reference list, but is cited within text as shown in the following sample sentence:

The International Council of Museums website provides many links to museums, codes of ethics, and the museum profession (http://www.icom.org/).

© 2014 Grand Canyon University 1 Last updated: August 6, 2019

© 2014 Grand Canyon University 16 Last updated: August 6, 2019

Teaching Approaches (Practice And Teaching)

EDU734: Teaching and Learning Environment

 

Week.3: Teaching approaches

 

Topic goals:

 Recognition of different contemporary teaching approaches  Implementation of contemporary teaching approaches

 

Task – Forum:

 Develop an example from a subject of your preference and

show each kind of knowledge that is provided in Ball, D.L.,

Thames, M.H., & Phelps, G. (2008) model. Before proceeding in

developing your own example pay attention to the example

provided for mathematics. 

 Design a teaching plan according to one of the teaching

approaches provided in this section. Use the teaching plan

form when designing your own plan.

EDU734: Teaching and Learning Environment Page 1

 

 

 

EDU734: Teaching and Learning Environment

 

 

3.1 Introduction – Exploratory teaching approach

 

Main characteristics of exploratory approach:

 

 Examination and support our beliefs and knowledge  Students’ active engagement  Persistent examination

 

 

3.2 Methods of Exploratory teaching approach

 

 Problem solving  Taking a decision

  

Structure of exploratory teaching approaches 

 Problem’s description  Assumptions posing  Conduction of exploration by student  Results formulation

  

Problem solving 

 Find different ways for grouping the shapes below.

EDU734: Teaching and Learning Environment Page 2

 

 

 

EDU734: Teaching and Learning Environment

 

 

Taking a decision

 Students pretend roles in order to realize the motivation of each person.  Provide different opinions  Examination of the advantages and disadvantages of each decision  Example

 

o Do you believe that it is right to build a high school in a forest?

 

Problem Aim Opinions

 

Advantage Arguments Decisions

s –

Disadvant ages

 

3.3 Role of teacher in exploratory teaching approach

 

Multidimensional

 

 Design the lesson  Give suggestions  Support the exploration  Management

 

 

EDU734: Teaching and Learning Environment Page 3

 

 

 

EDU734: Teaching and Learning Environment

 

3.4 Collaborative teaching approach

 

Main characteristics

 

 The cooperation between the members of the group supports creativity.  Each member participates in his/her group in order to satisfy the aim of the task  There is a coherence and interdependence between the members of the group

  Each member of the group accepts each other, has common purposes, rules

and try to respond to their roles in order to satisfy the group’s aim.

 

3.5 Students’ separation in groups

 

Students’ separation in groups has to be in accordance with different criteria like:

 Students’ ability

o Students with the same general ability

o Students with the same ability at each subject o Students with different abilities

 

 

The separation in groups with the criteria of the same ability does not support the purposes of cooperative teaching approach

 

 Students’ interests  Students’ friendships

 

 

EDU734: Teaching and Learning Environment Page 4

 

 

 

EDU734: Teaching and Learning Environment

 

 

3.6 How to keep cohesion in the group

 

1. Create groups with mixed abilities

2. Divide the aims and the responsibilities at each member of the group

3. Use of individual study and cooperation

4. Give written descriptions for the group’s purposes

5. Support communication skills

6. Assessment of the group’s cognitive results and the cooperation between

the members of the group

7. Each student has to be able to represent his/her group and pose

some arguments about his/her group’s result

8. Students discuss and assess the cooperation in their group

9. Students need to be able to reply to some assessment questions in order

to identify his/her knowledge and his/her participation in the group

 

3.7 Results of cooperative teaching approach

 

 Academic development 

 Emotional development 

 Socialization

 

EDU734: Teaching and Learning Environment Page 5

 

 

 

EDU734: Teaching and Learning Environment

 

 

3.8 The role of play in our life

 

“The opposite of play is not work but depression”

 Stuart Brown investigated 6000 people and observed that the people who had

made crimes did not have many opportunities for play in their childhood age.

(Stuart, B. (2010). Play. How it shapes the brain, opens the imagination and

invigorates the soul)  

 Shulman and his colleagues (1986) proposed a categorization of teachers’ knowledge.

  His initial categories were subject matter knowledge and pedagogical

content knowledge. 

 Ball, D.L., Thames, M.H., & Phelps, G. (2008) suggested that Shulman’s

categories of content knowledge and pedagogical content knowledge can be

subdivided into common content knowledge and specialized content knowledge,

on the one hand, and knowledge of content and students and knowledge of

content and teaching, on the other.

 

EDU734: Teaching and Learning Environment Page 6

 

 

 

EDU734: Teaching and Learning Environment

 

 

Pedagogical Content Knowledge (PCK)

“Pedagogical content knowledge” is the content knowledge that deals with the

teaching process, including “the ways of representing and formulating the

subject that make it comprehensible to others” (Shulman 1986, p.9).

Common Content Knowledge (CCK)

Content knowledge (CCK) is knowledge about the actual subject matter that is to be learned or taught (Ball, Thames, & Phelps, 2008).

 

Specialized Content Knowledge (SCK)

Specialized Content Knowledge (SCK) includes the subject matters’ knowledge

and teaching skills. For example teachers have to be able to identify the sources

and the reasons related with their students wrong answers.

Knowledge of Content and Students (KCS)

Knowledge of Content and Students (KCS) is the knowledge of how students

think about, know or learn this particular content (Hill, Ball, Schilling, 2008,

p.175)

Knowledge of Content and Teaching (KCT)

Knowledge of Content and Teaching (KCT) includes the knowledge about teaching and the knowledge related with subject that is to be learned or taught.

 

 

Knowledge of Curriculum

Knowledge of Curriculum refers to “familiarity with the topics and issues that

have been and will be taught in the same subject area during the preceding and

later years in school, and the materials that embody them” (Shulman, 1986, p.

10).

EDU734: Teaching and Learning Environment Page 7

 

 

 

EDU734: Teaching and Learning Environment

 

 

An Example of What Makes Mathematical Knowledge for Teaching Special

 

We have the example of subtraction:

 

Common Content Knowledge (CCK)

 

Specialized Content Knowledge (SCK)

Identification the source of the error,

e.g. subtracted the smaller digit from the larger one.

 

Knowledge of Content and Teaching (KCT)

 Knowledge of different instructionally viable models for place value,

knowledge all the aspects related with subtraction algorithm and ways

to deploy them 

 Use of multiple representation that enhance subtraction, like money, unifix cubes, o The benefits and the disadvantages of each representation

 

 

Knowledge of Content and Students (KCS)

 Knowledge of students’ common errors e.g. teacher is able to recognize that students tend to subtract the larger digit form the smaller one.

 

 

EDU734: Teaching and Learning Environment Page 8

 

 

 

EDU734: Teaching and Learning Environment

 

 

3.9 Task – Forum

 

Task 1

 

• Please develop an example from a subject of your preference and

show each kind of knowledge that is provided in Ball, D.L., Thames,

M.H., & Phelps, G. (2008) model.

• Before proceeding in developing your own example pay attention to the example provided for mathematics.

 

Task 2

• Please design a (1) teaching plan according to one of the teaching

approaches provided in this section. Use the teaching plan form

when designing your own plan.

 

References sources

 

Ball, L.D., Thames, H.M., & Phelps,G. (2008). Content Knowledge for Teaching:

What Makes It Special?. Journal of Teacher Education, 59, pp.389-407.

Shulman, L.S. (1986).Those who understand:Knowledge growth in teaching.

Educational Researcher, 15(2),4-14.

Hill, C.H., Ball,D.Schilling,G.S. (2008). Unpacking Pedagogical Content

Knowledge: Conceptualizing and Measuring Teachers’ Topic-Specific Knowledge

of Students. Journal for Research in Mathematics Education, 39(4), pp.372-400)

 

EDU734: Teaching and Learning Environment Page 9

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