PPST Domain 1: Content Knowledge
and Pedagogy
What is PPST Domain 1: Content Knowledge and Pedagogy?
Domain 1 recognizes the importance of teachers’ mastery of content knowledge and its interconnectedness within and across curriculum areas, coupled with a sound and critical understanding of the application of theories and principles of teaching and learning. This Domain encompasses teachers’ ability to apply developmentally appropriate and meaningful pedagogy grounded on content knowledge and current research. It takes into account teachers’ proficiency in Mother Tongue, Filipino and English in the teaching and learning process, as well as needed skills in the use of communication strategies, teaching strategies, and technologies to promote high quality learning outcomes, from DepEd Order 42, s. 2017.
Domain Reflection
It is in this domain that I learned the importance of having a deep knowledge and a good grasp on the method and practice of teaching. Reflecting on my experience with my preparation with my virtual demonstration teachings, I allotted a week to review and prepare my lesson. My review includes reading related studies, literature, advancements, and new breakthroughs. It was quite tiring to read multiple sources with the same content, but I can say it was worth it! After having a good grasp of the content I will be teaching, I started to curate activities, resources, applications, and interactive web pages that I can employ. I also tried them first before going to class and evaluated each activity, which can tackle and encompass all my intended learning outcome. After that, I prepared my lesson plan and week plan following the 5E's (Engage, Explore, Explain, Elaborate, and Evaluate). Upon accomplishing these things, I allotted days of practice delivering the lesson with me and my other device on the conferencing application. This is to see and anticipate what possible problems and errors might arise during the actual demonstration teaching. But the practice and evaluation does not end there yet. My lesson plan, resources, and activities need to be screened first by my RT. Then we had a day for that, and of course, I revised and edited some parts of the lesson, making it more student centered and less teacher centered. At last, during the day of the demo teaching, I was confident to teach in front of the group of students whom I had been observing for quite some time already. Why the long process for the content and pedagogy? This is because preparation is one key that can unlock stress and anxiety during the actual teaching-learning process. It prepares the teacher to what circumstances and problems may arise during the teaching procedure. During the final demonstration teaching, I also mentioned that I was confident in what I will do. That sentence also adds up to the reason why a teacher needs to prepare. Because, students are really observant and they would know if you come prepared with the lesson or not. Hence, to conclude this reflection, teachers should always dedicate time to prepare for their everyday teaching-lesson process so as to improve and secure student success and attain the intended learning outcome at the end of the teaching-learning cycle.
Approaches of Learning
What are the principles of teaching? They are: Constructivist, Inquiry-based, Developmentally appropriate, Reflective, Inclusive, Collaborative, and Integrative. Now, which one is worth the try? Every principle of learning mentioned is worth noting. But one that truly matters most is that students are engaged and make their own knowledge out of the content presented. This can be achieved and facilitated using inquiry-based approach and more reflections during discussions. Hence, when I teach in the future I will always remember what my RT told me, at the center of the teaching-learning process, my goal should always be that students are learning from themselves and that as a teacher, I should act as a mediator-facilitator rather than bookish Wikipedia. Read to the left for the preparation for teaching and learning.
Principles of Learning
PREPARING FOR TEACHING AND LEARNING
Looking at the different principles of learning, there are enumerable ways a teacher can employ them in an actual classroom. Here are some was I observed them during my journey to the teaching profession:
Effective learning begins with the setting of clear and high expectations of learning outcomes. At the beginning of the class discussion or facilitation, the Resource teacher presented and let the students ponder on what is expected of them to accomplish and understand at the end of the class time through the learning targets. Effective learning begins with the setting of clear and high expectations of learning outcomes when the teacher presents the class learning target/s at the beginning of the class.
Learning is an active process. The teacher employed an inquiry-based instruction where most of the time students are the one entitled to create, build, and connect their learning's or knowledge. Learning is an active process can be seen in the use of interactive, engaging, and motivating class activities and learning experience.
Learning is the discovery of personal meaning and relevance of ideas. As the teacher designed the online class meeting to be a conducive learning environment, students are responsible and facilitated by the teacher to create and build their own knowledge and understanding of the content. They are also asked what are the contents' relevance and application to their real life situations and even how it can help them solve practical problems. Learning is the discovery of personal meaning and relevance of ideas can be found when the teacher hints and present practical problems during class discussion and allow students to make use of the content to solve and have practical solutions.
Learning is a cooperative and a collaborative process. Learning is enhanced in an atmosphere of cooperation and collaboration. As the roles and duties of the teacher transform into a mediator- facilitator of learning, the RT always asks and checks on the students whether they are following the discussion or not. The teacher also allows the students to work on collaborative and interactive web pages where they can perform and do activities together, real time, while online. Learning is a cooperative and a collaborative process is evident when learning is enhanced in an atmosphere of cooperation and collaboration. Work on activities and assessments by group or by pair, through the use of online collaborative tools, like Google docs, slides, and Canva.
I must say, today, practicality is what governs the world, not theory. With that being said, students should be guided and facilitated to make correct realization and connections of the content into their real life situation. The teacher should provide and allow the students to create, build, and connect their own knowledge of the content by providing real-life problems and soliciting practical solutions from the students.
Teaching-learning Practice that Shows the Teaching Approach
Constructivist- connected to past experiences of learners; learners constructed new lesson meanings. Students are asked and hinted that their prior learning's and discussions in lower grade levels will be used to practice in the discussion of the day’s content. Also, during a discussion, students were asked if they ever used a microscope and lensed bacteria or something in it already. And they said yes. The teacher added, great because what you see before is what you will see today.
Inquiry-based. The teacher employed inquiry-based instruction in terms of asking relevant and up-to-date problems and questions. And students create and build their own knowledge out of these questions.
Developmentally appropriate- learning activities fit the developmental stage of children. During my class demonstration teaching, my RT told me to check whether the topic is developmentally appropriate for the age group, is my approach the right one, and whether that certain word can be covered already. I remember our RT told me that the word “plates” should not be included in the discussion because the knowledge on this should be built first.
Reflective- The teacher, at the end of the discussion or facilitation made use of assessment as learning. He made use of show of fingers whether they have achieved or understand the learning targets on their own and with confidence.
Inclusive- No learner was excluded; the teacher taught everybody. Despite the online barriers to some of the students, the teacher made sure that everyone can learn along with the rest of the class. One instance of this is when a student said she can’t open the browser and therefore cannot see what others are seeing, the teacher then screen shares the web link so that everyone can see and follow the activity.
Collaborative- Students worked together. At times when a student cannot answer and respond to the questions asked by the teacher, they often call a friend, for them to help each other and solve the problem and give out their best practical solution to the teacher.
Integrative- Lesson was multidisciplinary- e.g. in science, Math concepts were taught. Yes, the teacher employed and made sure that students can see that the discussion’s knowledge and concept can be used and employed in other subjects. Also, what they have learned in other subjects can also be used in the discussion, like the AP situation mentioned above.
There are also possible consequences of teaching purely subject matter for mastery and for test. It can result in students not mastering the standards of that knowledge which is required most of the time in board examinations. Hence, they will only master its practical implications and not its theoretical implications, thus hindering the holistic learning aimed at the start. With that I would deliver my lessons in a more student-centered discussion or facilitation, because students now learn best when they are more engaged and they are the one who will make meanings and knowledge out of the content that the teacher has presented. In this manner, more retention and mastery will be achieved from the students' end.
The Instructional Cycle
What are some important factors to consider when planning the instructional cycle? Here are a few of the things one can explore and ask when at this stage of planning.
The more senses that are involved, the more and the better the learning. The teacher can use an interactive webpage to demonstrate the different lesson contents. Both the teacher and the students in the class can perform and use the webpage to explore on their own.
Learning is an active process. The teacher is not the sole author of learning inside the classroom. The teacher can open the communication between students to students and teacher to students or vice versa.
A non- threatening environment enhances learning. The teacher must always remind the students to mute their microphone when they are not going to respond to the teachers’ question or raise a question. This allows the class teaching-learning discussion to be free from distractions.
Emotion has the power to increase retention and learning. The teacher must always smile at the students to encourage them to participate in class. One time when I had a class, the students were to down to participate and no one is answering then pulling one of a gimmick, I sang a song “are you sleeping are you sleeping.” The whole class was alive after that.
Good teaching goes beyond recall of information. The teacher must let the students perform activities that can help them recall information relevant to the discussion. Some activities can include games and interactive applications.
Learning is meaningful when it is connected to students’ everyday life. The teacher should always ask the students how the information is relevant and seen in real life. It is also important to ask the students to solve practical problems with them. One example of this is when the students are asked if they ever felt the earthquake that occurred in Naga City and what possible explanation caused the earthquake.
An integrated teaching approach is far more effective than teaching isolated bits of information. The teacher must make use of other fields information and integrates them to the Science concepts to help students see the connection among different subjects. For example, the continental drift hypothesis was discussed in grade 9 in Araling Panlipunan.
Selecting the appropriate strategy for A Lesson
When selecting the appropriate strategy for a lesson there are numerous things that a teacher should consider. Among these considerations are the intended learning outcomes, the developmental preparedness of the students, the subject requirements, and the diversity among learners. The outcomes and performance of the students should be brought out when you employ your teaching strategy.
The Use of OBTL
The Outcome-Based Teaching and Learning (OBTL) as a curriculum design framework is an effective approach to increase students’ chances of academic success and the teacher’s facilitation of an easier and convenient learning environment. When I teach soon, I would also anchor and employ this strategy because it would help me focus and develop the alignment of the teaching-learning activities, the assessments tasks, to the intended learning outcome. Also, for the students it would help them learn and succeed more. Because students learn more when they know what they are expected to learn.
What to do When Looking for Online Resources?
Surfing the internet for available related resources and materials for the topic was easy. But to take note, a teacher should be sensitive and careful in selecting websites; they should be credible and factual! It was easy because there are already a lot of available resources for science concepts and topics. All I need to do is select the best among others. I checked on their content and their ease of use, whether they are student friendly and whether the language and interface is easy for the students. Also, my background knowledge in surfing is already good (but still improving) in terms of curating materials and resources, because we were once asked by our RT to practice the skill of curating resources online, because in the future we will be doing so.