Pedagogical Content Knowledge PDF

What is Pedagogical content knowledge? This is the teachers' ability to synthesize pedagogical knowledge within subject matter knowledge. It has now become a valuable tool in our planning as it enables teachers to think about what they want to teach and how they want to teach it. As expert tea...

What is Pedagogical content knowledge? This is the teachers' ability to synthesize pedagogical knowledge within subject matter knowledge. It has now become a valuable tool in our planning as it enables teachers to think about what they want to teach and how they want to teach it. As expert teachers and teaching professionals, we naturally ln our teaching sessions enable students to be supported to understand subject matter through various pedagogical techniques and tools such as think pair share and mind mapping, therefore, displaying effective teaching and promoting student What are some of the key ideas in PCK? Therefore, it is useful to support novice teachers in understanding how to support their student's learning and success best. Vital therefore is a consideration of the following key ideas to support effective teaching; these can be used in isolation or together : Vygotsky Bloom Piaget Bruner (1960) spiral of content Lev Vygotsky's theory highlights the role of culture in a child's development of cognitive abilities such as reasoning and communication. According to Vygotsky's theory, in a society adults foster cognitive development in children by engaging them in meaningful and challenging activities. He believed that learning happens in three different stages: cognitive, motoric, and sociocultural. Cognitive learning involves thinking about concepts and ideas; motoric learning involves doing things; and sociocultural learning involves interacting Vygotsky's theory suggests that each stage builds upon the previous ones, and he believed that adults learn from observing children. He also believed that children learn through play, and that play is a form of sociocultural learning. His work has become an integral part of contemporary psychology. To illustrate his point, Vygotsky gave the example of a boy playing with blocks. When the boy plays with the blocks, he learns how to manipulate objects, and then later uses those skills to build Bloom's Taxonomy is a hierarchical model designed to classify educational learning objectives into levels of complexity and specificity. It was developed by educational psychologist Benjamin Bloom and his colleagues in the 1950s. The taxonomy consists of three domains: cognitive, affective, and psychomotor, each of which represents a different type of learning. The cognitive domain, which is most commonly used, includes six levels: remembering, understanding, applying, analyzing, According to M. T. Chandio, Saima Murtaza Pa ndhiani, and R. Iqbal , Bloom's Taxonomy can be used to improve both assessment and teaching-learning processes, moving learners from mere memorization to higher levels of analysis, evaluation, and creativity. Another study by N. Bakar and S. Rosbi suggests that Bloom's Taxonomy can be effectively integrated into online In the words of Benjamin Bloom himself, "The purpose of education is to change the thoughts, feelings and actions of students." This quote encapsulates the essence of Bloom's Taxonomy, which aims to promote higher levels of  Exploring the Six Cognitive Levels of Bloom's Taxonomy As previously mentioned, Bloom's Taxonomy divides the cognitive domain into six distinct categories, each representing a different level of understanding in the process of learning. These categories serve as the building blocks for crafting effective learning objectives and designing appropriate learning activities. By employing learning outcome verbs specific to each category, educators can ensure that their lesson level outcomes cover the full The Theory of Cognitive Development by Jean Piaget, the Swiss psychologist, suggests that children's intelligence undergoes changes as they grow. Cognitive development in children is not only related to acquiring knowledge, children need to build or develop a mental model of their surrounding world (Miller, 2011). His work is regarded as the cornerstone in the field of developmental psychology. In this article, we examine the implications his work has for the intellectual development of children in classrooms. In the 1920s, Piaget was working at the Binet Institute and his main responsibility was to translate questions written in English Piaget's theory of cognitive development is based on the idea that children go through four stages of development, each with their own unique characteristics and abilities. The first stage, the sensorimotor stage, occurs from birth to around two years old and is characterized by the child's understanding of the world through sensory experiences and motor actions. The second stage, the preoperational stage, occurs from around two to seven years old and is characterized by the child's ability to use symbols to represent objects and events. The third stage, the concrete operational stage, occurs from around seven to twelve years old and is characterized by the child's ability to think logically about concrete objects and events. Finally, the fourth stage, the formal operational stage, occurs from around twelve years old and is characterized by the child's ability to think Jerome Seymour Bruner, a highly influential psychologist, made groundbreaking contributions to the fields of cognitive development, educational psychology, and developmental psychology. Born in New York City in 1915, Bruner pursued his degree in psychology at Duke University before obtaining his doctorate at Harvard University. Throughout his illustrious career, he worked alongside eminent psychologists, shaping our understanding of the human mind and its development. Bruner's work at Harvard University led to a series of groundbreaking discoveries in cognitive development. His theories have had One of Bruner's most significant contributions to the field of developmental psychology was his theory of instruction, which emphasized the importance of discovery learning and the active engagement of learners in the educational process. This revolutionary approach to teaching has inspired countless educators to adopt more student- centered methods, fostering Bruner's Theory of Instruction: Discovery Learning Jerome Bruner's work in cognitive psychology led to the development of his Discovery Learning theory, a transformative approach to the learning process that emphasizes experiential learning and active engagement. This innovative Theory of Education aligns with the Philosophy of Education that encourages learners to explore new concepts, draw their conclusions, and build a strong semantic memory through hands-on experiences. Experimental studies have shown that discovery learning captures students' attention, encourages critical thinking, and fosters a deeper understanding of the subject matter. In designing classroom activities with this approach, teachers must To successfully implement Bruner's Discovery Learning theory, teachers should encourage student learning through guided inquiry and open-ended questions. This approach empowers learners to seek answers, make connections, and develop  A knowledge organiser is a simple (mostly) one-page document that contains a summary of the facts and key knowledge of a topic. Most knowledge organisers contain: 1.Factual knowledge about an array of topics, in easily digestible chunks; 2.Technical terms and key vocabulary with the meanings 3.Visual representations such as diagrams or maps; 4. Popular quotations, if available.