Session 2 Mathematics Teacher As A Subject Matter Expert PDF

MATHEMATICS TEACHER AS A SUBJECT MATTER EXPERT RONIE G. BONAO Public Schools District Supervisor Session Objectives: At the end of the session, the teacher- participants are expected to: 1. explains how to assess a teacher’s attitude toward the subject matter he/she teaches 2. d...

MATHEMATICS TEACHER AS A SUBJECT MATTER EXPERT RONIE G. BONAO Public Schools District Supervisor Session Objectives: At the end of the session, the teacher- participants are expected to: 1. explains how to assess a teacher’s attitude toward the subject matter he/she teaches 2. describes two domains of knowledge for teaching Session Objectives: 3. examines four components of the general dimensions of teacher knowledge 4. investigates four components of a teacher’s content knowledge 5. discusses how to develop a personal program for lifelong learning and acquiring mastery of subject matter ACTIVITY Imagine this scenario in your school. During the first teachers’ meeting for the year in your school, Mr. Juan, your principal, hands out the following checklist to you and your co-teachers. Read the instructions and accomplish the checklist ANALYSIS How many check marks did you make? The more check marks you made, the greater is your positive attitude toward the subject matter that you teach. Review the items that you did not check and reflect on you can convert you (x) marks into (/) marks. ANALYSIS Why do you think is it so important for you to develop and sustain a positive attitude toward the subject matter you teach? CLASSIFICATION OF TEACHER ATTITUDE Attitude toward self Attitude toward students Attitude toward peers and students’ parents Attitude toward the subject matter TWO DOMAINS OF KNOWLEDGE FOR TEACHING General Dimension of Teacher Knowledge Content-specific Dimensions of Teacher Knowledges TWO DOMAINS OF KNOWLEDGE FOR TEACHING From your own understanding, what role does knowledge of subject matter play in the instruction process? TWO DOMAINS OF KNOWLEDGE FOR TEACHING General Dimensions of Teacher Knowledge - General Pedagogical Knowledge - Knowledge of Students and their Characteristics - Knowledge of Educational Contexts - Knowledge of Educational Goals, Aims, Values, and Philosophy TWO DOMAINS OF KNOWLEDGE FOR TEACHING Content-specific Dimension of Teacher Knowledge - Content Knowledge - Curricular Knowledge - Pedagogical Content Knowledge TWO DOMAINS OF KNOWLEDGE FOR TEACHING Content-specific Dimension of Teacher Knowledge - Content Knowledge - Curricular Knowledge - Pedagogical Content Knowledge - Technological Pedagogical Content Knowledge TWO DOMAINS OF KNOWLEDGE FOR TEACHING LIFELONG LEARNING In order to identify your perception towards lifelong learning, complete the checklist that will be provided to you. LIFELONG LEARNING How was your score for the individual parts of the checklist? How is your profile in relation to lifelong learning? Let us now read how the score of each part is interpreted. LIFELONG LEARNING LIFELONG LEARNING LIFELONG LEARNING LIFELONG LEARNING LIFELONG LEARNING Educational Institutions within UNESCO have defined lifelong learning as the “acquisition of knowledge for academic purposes, job demands, as well as personal aspects of learning throughout one’s life.” LIFELONG LEARNER’S PERSONALITY TRAITS Love of learning for its own sake Readiness to learn different kinds of knowledge in different contexts Personal efficiency and self-esteem to manage new and old information High level of intellectual curiosity to explore new teaching strategies LIFELONG LEARNER’S PERSONALITY TRAITS Willingness to share ideas and work collaboratively with others Analytical, critical, and creative thinking Intrinsic motivation and self-direction LIFELONG LEARNING PLAN It is a written, well-thought of strategy to continuously gain, absorb, and build skills and knowledge and apply these thoughts the life of an individual. This is sometimes called a learning contract. LIFELONG LEARNING PLANNING Identification of your existing knowledge, skills, competencies, and qualifications. What do you already have? What do you still need to acquire or further develop? Identification of non-formal and informal learning activities and opportunities available. What learning activities are available? LIFELONG LEARNING PLANNING Assessment of the sustainability of said activities to your needs and interests. Will the available learning activities enable you to acquire or enhance the knowledge, skills, competencies, and qualifications that you need? Do the activities match your needs? Here you have to consider if resources (e,g, funding) are available for the learning activities. LIFELONG LEARNING PLANNING Availment of suitable non-formal and informal learning activity/ies. Once you have assessed the learning activities and found them beneficial to you, it is time to avail of them. Self-evaluation of learning acquired. Were your learning expectations met by the activities? APPLICATION MAIN OUTPUT: Develop personal program for lifelong learning and acquiring mastery of subject matter. THANK YOU!