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Task Description: Develop a discussion on key concepts related to pedagogical content knowledge specific to your teaching specialism. The paper must demonstrate extensive engagement with current research literature and draw on key teaching and learning encounters from your previous professional experiences. Part A - Essay This discussion should be presented in essay format, comprise of 2000-2500 words and follow APA referencing protocols. The paper should clearly articulate: I. A clear professional position on the concepts and issues discussed in the context of pedagogical content knowledge related to your specific teaching specialism. II. Reflection of significant prior professional experiences to demonstrate understanding of your pedagogical content knowledge. III. Justification of key selected pedagogies related to your specific teaching specialism in your Learning Management Plan (see Part B). IV. Rationale for literature selection Part B - Learning Management Plan Develop a Learning Management Plan (LMP) to propose an engaging teaching and learning encounter and demonstrate your understanding of pedagogical content knowledge relevant to your selected teaching specialisation. EPE540 – Specialist knowledges and pedagogy Your LMP must be presented in appropriate format and comprise of 1000-1500 words. The LMP should consist of: I. An overview of the systematic organisation, implementation and evaluation of 5- 6 learning experiences. II. Effective implementation of your pedagogical content knowledge within the scope of the educational setting specific to your context. Submission: Submit your assignment in electronic form as ONE word document or PDF via Learnline.
| Subject | Essay writing | Pages | 5 | Style | APA |
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Answer
Learning Management Plan for Year 4 Students
Learning Management Plan Focus (Topic/Questions and Key Learning Areas): Science (Biological Sciences)- Life Cycle of Flowering Plants.
(1) What does my Learner Already Know?
• We depend on oxygen to breathe.
• Different plants have different flowers.
• Plants need water to survive.
• Some plants are smaller than others.
• How to engage in guided experiments.
• Ways to record observations and make conclusions. (5) What will constitute the learning journey?
Lesson(s) focus/outcomes
(LMQ2) Learning Experiences
What is to be taught (teaching point)? What is the main teaching and learning activity? Time Frame
(LMQ4)
1
Diagnostic assessment- Plant life stages jumble
• To discuss a mystery box that contains plant items and discuss the relationships between the plants.
• Learners will collaboratively arrange pictures that will represent the life cycle of flowering plants.
• Learners will in groups list plant words and hence develop a word wall.
• Students will in groups discuss ideas and questions for a TWLH chart. 1 hour
2
Parts of a seed
• Students will be shown a bean seed and asked what it is as well as what they know about it.
• Students will be asked to read the board and state whether a seed is living (group 1) or non-living (group 2).
• Learners in each group will be asked to discuss the reasons for their choice.
• One of the sentences that learners will be asked to complete is ‘I think a seed is (living/not living) because …’
• Working in collaborative teams, students will explore seeds and record their information in an observation record.
• Students will look at both dry beans and soaked beans and record the difference between the two.
• The term “germination” will be introduced and explained to the learners. 1 hour 20 mins
3
Germination of bean seeds
• Students will be shown a packet of dry beans and required to state whether the beans are waterproof (the aim will be check
whether they know the effect of water on seeds).
• Learners will be taken through the procedure of bean seed germination and explanations made as to the purpose and features of
each step.
• Students working in collaborative learning teams will take their own cup and beans and allocate roles.
• They will engage in the procedures of plant germination and hence form a plant nursery.
• Learners will record their observations in a science journal.
• Each day (for 10 days) learners will record the changes in the germination of the bean seeds in the nursery.
• Correct language will be introduced to the students on plant parts as the seeds continue to germinate.
• The continued growth of the seeds will be observed and recorded using a digital camera. 2 hours
4
Flowers and pollination
• Learners will use a magnifying lens and observe the shapes, sizes, colour, and perfume of different flower samples provided and tell whether they are similar or different.
• Students will work in collaborative teams and explore the parts of a flower using a magnifying glass.
• After completing the exercise of exploring the flowers, students will share their findings about the flowers and their parts.
• Learners will be read a factual text about pollination and add new ideas and vocabulary in the TWLH chart.
• Learners will record any new information on the recent activity to their journals. 1 hour
5
Conditions for plant growth
• Students will be introduced to the process of writing questions for investigation. For instance, how does light/soil type/ temperature
affect plant growth?
• In two teams, learners will set up two sets of plants and test them for lack of one ideal condition for growth.
• Learners will investigate why some seeds such as wheat and cress growth quickly hand other seeds.
• Learners will use their science journal in recording and observing using not only words but also measurements and diagrams. 45 mins
6 Summative task • This last lesson will integrate all the ideas that the learners have learned from lesson 1.
• Students will be asked to label the parts of a plant and the different stages of the plants.
• Learners will explain what germination is and the process for the germination of a bean seed.
• Learners will reflect from the science journals they have prepared and establish the new things they have learned and what they
need to learn more. 45 mins.
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(2) Where does my learner(s) need / want to be? NTCF Outcomes: · Understand how living things such as plants have a life cycle. · Understand the different types of flowering plants. · Name the different parts of flowering plants. · Establish the changes that occur in a germinating seed · Understand the internal parts of a flower as well as their roles in pollination. · Plan and conduct investigations of different conditions that affect plant growth.
My learner will be able to:
(Procedural Knowledge): Learners will understand the life cycle of flowering plants from germination to flowering using experimentation.
(Declarative Knowledge) Students will understand that plants; just like other living things, have life cycles and different conditions affect the germination of seedlings as well as plant growth. |
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(6) Who will do what?
Instructor: the teacher will provide all materials required for the different lessons. Additionally, the instructor will provide guided instructions to the learners and facilitate their learning.
Teaching assistant: a teaching assistant will help learners who are below grade to catch up with the rest of the students.
Learners/students: will engage in collaborative investigations, make observations, and communicate their findings.
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(3) How does my learner best learn? Since this is an experimental lesson, we will use a collaborative inquiry-based learning activity that will culminate in a student planned investigation using hands-on sets of lessons. Learners will observe and investigate the different parts of the flowering plans ate examine their functions in the processes of plant growth development and reproduction.
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(4) What resources do I have at my disposal? Lesson 1: mystery box, TWLH chart. Lesson 2: dry bean seeds, soaked been seeds, interactive board. Lesson 3: packet of dry beans, magnifying glass, digital camera. Lesson 4: magnifying glass, flower samples, TWLH chart. Lesson 5: Reflective journal. Lesson 6: Reflective journal. |
7) How will I check to see my learner has achieved the defined learning outcomes? Learners will achieve the learning outcomes set out by actively participating in the collaborative inquiry-based investigations throughout the lessons. Students will be able to correctly answer the quizzes provided at the end of the lessons and hence a decision made as to whether they have attained the defined learning outcomes.
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(8) How will I inform the learner and others of the learner’s progress? I would have a chart at the front of the room with the student’s names on that and whenever they complete a task, they will receive a tick or a sticker in that box. We have a similar system for a maths challenge which the students have really responded too. Each morning/afternoon students check to see who has gone up a level, trying really hard to improve. So, I see this chart working for this task and students will be able to see clearly their levels and where they are at. |
References
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Appendix
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