cognitive model P+R of ppt-converted.pdf
- 1. Cognitive model of pedagogical reasoning Teacher: Prof. Dr. Samina Malik Subject: Emerging trends in pedagogy Class: PhD Presenter: Muhammad Nadil Ali 3/30/202 2
- 2. Outline • Cognitive model of pedagogical reasoning • Assumption • The Model of Pedagogical Reasoning andAction • knowledge base • learning to supervise • Understanding the pedagogical reasoning • A Model of Pedagogical Reasoning andAction • Cognitive model of pedagogical reasoning implications 3/30/202 2 3
- 3. Objectives ofthe presentation • Following are objectives of the presentation : • To describe the courses of the knowledge base for teaching. • To explain terms can these sources be conceptualized. • To explore the processes of cognitive model of pedagogical reasoning. • To identify the implications for teaching policy and educational reform. 3/30/202 2 2
- 4. Cognitive modelof pedagogical reasoning • The teacher is no longer seen as a technician, but as an intellectual actor and the specialized literature advocates teaching as a profession, and it recognizes that the teacher has “knowledge base”, a set of skills that are developed during his teaching activity. • It has proved a fruitful model for investigations aimed to document the knowledge that makes one a good teacher. • Accordingly, a series of models representing the knowledge of teachers has been produced in an attempt to describe and explain a body of knowledge base for teaching
- 5. There is a consensus that for teaching practice is required knowledge from different sources, namely: personal knowledge, knowledge from initial and continuous training knowledge of curriculum and knowledge of professional practice. • Relevant knowledge • practical knowledge results from the recognition of professional knowledge of teachers • Valuing their contribution to the construction of knowledge about teaching • Regarding it as well as an intellectual activity
- 6. Assumption • The teacher builds knowledge in the classroom in contact with their students that is distinct from that formal knowledge learned in the Academia. • The teacher's role is to use his expertise to prepare an elaborate lecture, meet the students weekly at an appointed time, and deliver this lecture. • The student's role in such a class is to sit, listen and take notes.
- 9. The Model of Pedagogical Reasoning and Action • This model represents how the practical knowledge of teachers can be developed and points to the relevance of reflection in this process. • Starting point of pedagogy textbook, educational goals, a set of ideas,
- 10. • The pedagogical reasoning and action involve a cycle through activities of comprehension transformation instruction assessment and reflection
- 11. • Shulman 1987, makes a case that teaching has a knowledge base. • He argues that teaching requires knowledge of the content, knowledge of pedagogy, and knowledge of students. • He claims that these compose what he calls pedagogical content knowledge • According to his articles what teachers should “know, do, understand, something previously assumed and unarticulated in the rhetoric of educational reformers regarding the knowledge base of teaching.
- 12. • While many characteristics of effective teachers exist, most of these dwell on the teacher’s management of the classroom. • Analyses of teachers that give careful attention not only to the management of students in classrooms, but also to the management of ideas within classroom discourse”
- 13. knowledge base: • “The advocates of professional reform base their arguments on the belief that there exists a „knowledge base for teaching’ a codified or codifiable aggregation of knowledge, skill, understanding, and technology, of ethics and disposition, of collective responsibility as well as a means for representing and communicating it”
- 14. learning tosupervise • Piaget discovered that he could learn a great deal about knowledge and its development from careful observation of the very young those who were just beginning to develop and organize their intelligence. • Their development from students to teachers, from a state of expertise as learners through a novitiate a teachers exposes and highlights the complex bodies of knowledge and skill needed to function effectively as a teacher”
- 15. Knowledge using this as a rationale • We have struggled with our cases, we have repeatedly asked hat teachers knew (or failed to know) that permitted them to teach in a particular manner”
- 16. Rationale forcontextually-specific knowledge • Critical features of teaching, such as the subject matter being taught, the classroom context, the physical and psychological characteristics of the students, or the accomplishment of purposes not readily assessed on standardized tests, are typically ignored in the quest for general principles of effective teaching
- 17. Giving a rationale for content expertise for those who observe teachingpractices • “Teaching processes were observed and evaluated without reference to the adequacy or accuracy of the ideas transmitted. • In many cases, observers were not expected to have content expertise in the areas being observed, because it did not matter for the rating of teacher performance. • Thus, what may have been an acceptable strategy for research became an unacceptable policy for teacher evaluation”
- 18. Understanding the pedagogical reasoning • “The teacher can transform understanding, performance skills, or desired attitudes or values into pedagogical representations and actions. • These are ways of talking, showing, enacting, or otherwise representing ideas so that the unknowing can come to know, those without understanding can comprehend and discern, and the unskilled can become adept. • Thus, teaching necessarily begins with a teacher‟s understanding of what is to be learned and how it is to be taught”
- 21. A Model of Pedagogical Reasoning and Action • Teacher reflection and action. • To embrace the knowledge that the teacher has on the subject matter and on methodological approaches that develops on a particular subject. • A series of knowledge and skills is required. • The model Shulman represents the steps that occur in the development of professional practice of a teacher, particularly using a specific content.
- 22. • Knowledge Base for Teaching • Pedagogical Content Knowledge • Some Useful Models and Implications for Teachers‟ Training problems of education the teachers‟ knowledge the specific content; • pedagogical dimension. • transformation of content into pedagogically powerful ways
- 25. Cognitive model of pedagogical reasoning implications for teaching and learning How feature of cognitive model can applied to teaching & learning. According to this model students should not be taught any concept until they have reached the appropriated stage of cognitive development. The role of teachers to facilitate rather then direct tuition & the teacher should encourage student to focus on the process of learning. The teacher should use active methods that require re-directing or reconstructing truth.
- 26. Cont. … The teacher should use collaborative as well as individual activities because student can learn from other. The teacher should evaluate the level of the cognitive development so suitable tasks can be given. Within the classroom learning should be child centered. Discovery learning should be provided. Acceptance of individual difference in development at process is essential.
- 27. • “the body of understanding and skills, and device and values, character and performance that together constitute the ability to teach.”
- 28. Conclusion • included content representations, students‟ difficulties and instructional strategies. what knowledge should be included in teaching and which should list the knowledge base. • If the professional practice of good teachers can be accessed and documented, can then be used as a starting point for inexperienced teachers and thus help them in their training. There is consensus that the training courses for teachers should have as an explicit goal the development of teachers.
- 30. •Thank you Especial thank to you my peer e Murshid ma'am