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PowerPoint Week 2_Unit 2 Conceptual Framework (1)

The document introduces Shulman's Model of Pedagogical Reasoning, which outlines a conceptual framework for effective lesson planning, emphasizing the importance of both content knowledge and pedagogical knowledge. It details a cycle of six elements—comprehension, transformation, instruction, evaluation, reflection, and new comprehension—that teachers should follow for successful teaching. Additionally, it provides steps for developing a lesson plan, highlighting the need to consider context, learning outcomes, and potential barriers to learning.

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3 views

PowerPoint Week 2_Unit 2 Conceptual Framework (1)

The document introduces Shulman's Model of Pedagogical Reasoning, which outlines a conceptual framework for effective lesson planning, emphasizing the importance of both content knowledge and pedagogical knowledge. It details a cycle of six elements—comprehension, transformation, instruction, evaluation, reflection, and new comprehension—that teachers should follow for successful teaching. Additionally, it provides steps for developing a lesson plan, highlighting the need to consider context, learning outcomes, and potential barriers to learning.

Uploaded by

tamiacampher3004
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© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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TACF701 & TBSF701 &

TEMS701

Lecturer: M. Kleyn
UNIT 2

AN INTRODUCTION TO A CONCEPTUAL FRAMEWORK FOR


TEACHING
Shulman’s Model of Pedagogical Reasoning

• Conceptual framework for lesson planning

• Shulman introduced the phrase pedagogical content knowledge

• Two types of knowledge needed for successful teaching:

theories, principles and


Content concepts of a particular
Knowledge discipline

best practice, teaching


Pedagogical process and tools for
Knowledge teaching and learning
Source: https://www.brandchannel.com/2017/05/31/brandspeak-joe-pantigoso-053117/
Model of Pedagogical Reasoning and Action

Cycle of six elements a teacher should complete for good teaching

New
Comprehension Transformation Instruction Evaluation Reflection Comprehension
Model of Pedagogical Reasoning and Action: 6 Elements

1. Comprehension
o Comprehension for understanding
o Consider subject matter, purpose of lesson, goals and prior knowledge

2. Transformation
o How to represent the ideas and content
o Consider teaching methods, student materials and activities

3. Instruction
o Consider actual teaching, including teaching strategies, learning and assessment
Model of Pedagogical Reasoning and Action: 6 Elements

4. Evaluation
o Check learner’s understanding throughout the lesson
o Testing and evaluation – extension of instruction
Reflection Checklist
ü What went well?
5. Reflection ü What didn’t go as planned?
o Critically analyse our teaching abilities. ü What came up during the lesson that wasn’t
anticipated?
o Identify what needs to be adapted or changed ü Were the materials available and appropriate?
ü Did I accomplish the goal of this lesson?
ü If not, what were the barriers?
ü Is the lesson plan clear and specific?
6. New Comprehension ü Was the lesson student centered?
o Consider reflections to develop a new understanding of ü What classroom management aspects were
challenging?
what we teach and how we teach it.
Different phases of a lesson

Orientation
Application (Introduction)
(Originality,
relevance,
creativity)

Internalisation Exposition
(Consolidation) (Development)
Different phases of a lesson

• Orientation (Introduction)
o Fun, exciting, interesting, creative, relevant, focus on a particular problem,
recognition of prior learning.
o Preparation for learning that will take place.

• Exposition (Development)
o Builds on the introduction
o Logical steps integrating content - active learning
o Applying teaching and learning strategies
Ø Direct instruction
Ø Class discussion
Ø Small group discussion etc.
Different phases of a lesson continue
• Internalisation (Consolidation)
o Follows on exposition
o Teacher to assist learners to make new SKAV’s their own
o Could be ‘re-teach’ of content (alternative teaching strategy) and or activity/exercise

• Application (Originality, relevance, creativity)


o Opportunity for learners to demonstrate acquired SKAV’s
o Evidence that learning has been a meaningful experience
Design a lesson (Micro teaching)

• Planning the teaching process is essential


• Every lesson is a learning experience – part of a bigger plan
• Lesson plan: A vehicle for supporting/assisting learners on reaching destination set in
the objectives.
Steps in developing a lesson plan

Consider context -
Identify: grade; learning
term; topic; Unpack & research Formulate lesson
environment & core content outcomes – SKAVs
duration
learners

Link between Develop learning Indicate potential


Link between SKAVs of lesson experiences for barriers to learning
KSAVs of lesson & with following different lesson and ideas to
prior knowledge
lesson phases address these

Addendum with
copies of resources Own reflection
Steps in developing a lesson plan

• Step 1: Know: grade; term; topic; duration (could be over a number of days) - CAPS
• Step 2: Context of lesson: Individual learning styles, school policies, available resources, etc.
• Step 3: Research the core content for comprehension
• Step 4: Formulate lesson outcomes – cover SKAVs
• Step 5: Link between the SKAVs of this lesson and prior knowledge
• Step 6: Link between the SKAVs of this lesson with following lesson
• Step 7: Develop learning experiences for different lesson phases
• Step 8: Potential barriers to learning and activities or ideas to address these
• Step 9: Addendum with copies of resources (E.g., worksheets; printouts of PPT; URLs of
online sources; scanned photographs; etc.)
• Step 10: Own reflection

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