TPE 1: Specific Pedagogical Skills for Subject Matter Instruction
Journal Reflection:
A variety of technological tools are available to assist educators in making the subject matter comprehensible for students. Various websites provide teachers with information regarding the content standards, give ideas for teaching subject matter, and share lesson plans. In addition, various technological devices may be employed to afford students the opportunity for experiential learning. These include probes for accurate measurement, spreadsheets to record and analyze data, simulation activities, and numerous software programs.
Useful Websites:
http://www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf
http://www.bioedonline.org/
http://www.flascience.org/sciedlinks.html
Journal Reflection:
How can technology help make specific subject matter comprehensible to students?
Comprehension involves understanding. However, understanding is not an automatic process. True understanding of subject matter is not directly transmitted from a teacher to the students (Gallagher, 2007). Instead, the exact opposite is required. Each student needs to be able to construct their own understanding of the various concepts through experience (Gallagher, 2007). It is imperative, then, that educators have an in-depth knowledge of the subject matter, which needs to include all aspects of the academic content standards, as well as possessing the pedagogical skills necessary to facilitate student learning. The simple memorization of definitions, formulas, and graphs will not lead to understanding. Rather, teachers must employ strategies that allow students to “make sense of ideas and experiences, and connect them with other, related ideas and experiences that form their prior knowledge” (Gallagher, 2007, p. 14). This process is a form of personalizing concepts for students, which research has shown to have an incredibly beneficial impact on their educational experience (Metz, 2007).
Comprehension involves understanding. However, understanding is not an automatic process. True understanding of subject matter is not directly transmitted from a teacher to the students (Gallagher, 2007). Instead, the exact opposite is required. Each student needs to be able to construct their own understanding of the various concepts through experience (Gallagher, 2007). It is imperative, then, that educators have an in-depth knowledge of the subject matter, which needs to include all aspects of the academic content standards, as well as possessing the pedagogical skills necessary to facilitate student learning. The simple memorization of definitions, formulas, and graphs will not lead to understanding. Rather, teachers must employ strategies that allow students to “make sense of ideas and experiences, and connect them with other, related ideas and experiences that form their prior knowledge” (Gallagher, 2007, p. 14). This process is a form of personalizing concepts for students, which research has shown to have an incredibly beneficial impact on their educational experience (Metz, 2007).
A variety of technological tools are available to assist educators in making the subject matter comprehensible for students. Various websites provide teachers with information regarding the content standards, give ideas for teaching subject matter, and share lesson plans. In addition, various technological devices may be employed to afford students the opportunity for experiential learning. These include probes for accurate measurement, spreadsheets to record and analyze data, simulation activities, and numerous software programs.
Useful Websites:
http://www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf
http://www.bioedonline.org/
http://www.flascience.org/sciedlinks.html
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