Prepared by:

NOOR SUHAINI BINTI IBRAHIM (823388)

Prepared for :
PROF MADYA.DR. IZAM BIN GHAZALI
 INTRODUCTION
– KNOWLEDGE OF LEARNER

– EMPIRICAL KNOWLEDGE
– story 1
– Role of empirical knowledge
– story 2
– Role of empirical and subject knowledge involved
– Case study Melanie’s poetry lesson
– Discussion on case study

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– COGNITIVE KNOWLEDGE

– Generic knowledge of child development

– Theories of child development
– Specific Knowledge of particular group of learner
– Types of particular leaners
– Pupils record Pupils record/ baseline assessment-Formal and informal
– Information from commercially available text such as NFER
– Information gathered from informal assessment in the day to day work
of the teacher
– Case study 7
– Case study 8

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– KNOWLEDGE OF EDUCATIONAL CONTEXT

– Classroom context
• Characteristic of classroom context
• Case study 9
• Case study 10
• Differences between case study 9 and case study 10
– School context
• Case study 11
– Community and society context

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 KNOWLEDGE OF LEARNER

1) Empirical knowledge

2) Cognitive knowledge

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 EMPIRICAL KNOWLEDGE OF LEARNER

• Knowledge of what children of different ages

are likes; what interest or preoccupies them;
their social nature; and how contextual factors
can effect their behaviour and learning.

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 their social nature

Intuitive {based on
closed observation common sense
how contextual
effect}
factors can effect
their behaviour and
learning

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 “Province Of Women”
• Element of caring
– Detailed knowledge – regular daily contact with
children and their interest and aware with home
circumstances- not have their breakfast

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• 1) A story of teacher : –
who find that children are more on TV watching
and computer gaming than active play- after
discussing with parents about music they like-
discover that all age fond of Michael Jackson-plan
to create “Healthy hearts” every ten minutes in
the morning-the exercise appeals with enjoyable
dancing to the music.

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 The role that empirical knowledge of
learners played in this examples ;
• 1) general theoretical knowledge gained from her
reading
• 2) detailed knowledge of this group of learners
gained from discussing exercise and play activities
with them
• 3) knowledge of popular music and culture which
enables her to design activities which have a built
in appeal to children.

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• Subject knowledge involved
• Short term -
• Education for language and maths problem
• work on real life problem

• Long term -
• Opportunities and responsibilities for adult life
• Pedagogical approach :-
• Element surprise and challenge
• Empirical knowledge :-
• knows the pupils watch the programme
• Pupils also like finding info in internet

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• 2 ) A story about teacher :-
 personal interest in interior decoration
 looking to restructure basic mathematical
operations for year 6 student which attract their
interest and motivate them to work hard.
 Get idea with programme Changing Room and
information on interior of houses from internet
 Within information of children who like
computers
 Involves them with the task art, design
technology , ICT and mathematics‘
 Designing new interior room either DIY within a
particular budget .

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 Case study 6 : Melanie poetry lesson

• Plan to write class poem

• Show the process of drafting and give the skills and experience and modelling.
• Choice of words was important in writing poetry.
– 1) poetry of two giants
– 2) poetry of feeling about playground been closed to children
– Introduced the class with something called revising
– Find topic homelessness-interesting news-about people living cardboard
boxes in London at that time-with the character popular among children
at that time.
– Children were invited to share their ideas equally
– Accepted word which suitable-teach how poem should start
– The process on board became untidy
– Tell them-word processing this poem
– The children engage with interest in activity

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 Different knowledge bases in this
teaching performance

Syntactic
knowledge Curriculum
of English knowledge

Knowledge
0f teaching
performance
Empirical
knowledge General
pedagogical
knowledge

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COGNITIVE KNOWLEDGE OF LEARNER

Cognitive
knowledge of
learners

Specific cognitive
Generic
knowledge of
knowledge of
particular group
child development
of learner

Linked to
Informal
formal knowledge of
assessment
model of learning

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 KNOWLEDGE OF CHILD DEVELOPMENT
Eraut (1994) gives useful distinction between
1) Public Theory :-
1) Publically available in books, libraries, institutions
and medias

2) Private Theory :-
1) Ideas in people ‘s minds which they use to
interpret / explain their experience

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 THEORIES OF CHILD DEVELOPMENT
Piaget
• There are natural stages of
development through which
children pass
• As a Blue print for teachers in
teaching (fox 1995)
• Suggest children only able to
perform task using abstract
ideas of algebraic notation
when they reach the stage of
formal operation
Vygotsky
o
• Emphasize on activity as the
basis for learning and for
development of thinking (
Wood 1988 )
• More on role of
communication, social
interaction and instruction in
determining the path of
development
• “ zone Of proximal
development”
Bruner
• Vicars of culture
• Interaction with living
represent active o culture
• Explore the nature of creative
thinking and originality, not
only in acquiring information
but also in going beyond the
information given by inverting
codes and rules.
• learning involves the search
for pattern, regularity and
predictibality (wood 1988)
• Younger child can perform
intellectual activities if given
appropriate instruction
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 THEORIES OF CHILD
DEVELOPMENT

Piaget Bruner
• Symbolic thinking is • Younger children can, if
constrained by stages of they given appropriate
development : examples : instruction, learn how to
cildren able to perform understand and perform
tasks using abstract ideas these intellectual activities.
of algebraic notation when • Emphasis on the role of
they reach the stage of instruction.
formal operations.

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 KNOWLEDGE OF PARTICULAR LEARNER

• Knowledge gained from assessment

• Focus on problematical nature and how expert teachers used to inform
their teaching
• Alexander 1984 :-
• One assessment of a child/ subject to what
• “ Filtration.” “signal interference .”
• “ It’s a view of child through particular set of lenses
created by the teacher’s belief about teaching
children and subject knowledge of self, the school and
classroom contexts and their enculturation.”

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 TYPES OF PARTICULAR GROUP OF LEARNER

Pupils record/ baseline

assessment-
Formal
informal

Types of
knowledge
of particular
group of Information gathered from
Information from learner informal assessment in the
commercially available text
day to day work of the
such as NFER
teacher

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 What distinguish the expert teacher from
others in using cognitive knowledge of Learners
Know how and when to
gather knowledge of
cognitive learners through
informal assessment

Skilled all methods of The spread of

assessment appropriateness of
response to merely
Expert acquired cognitive
knowledge of learners
teachers

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 Case study 7 : Rosie : Oh ,but they will never do
that
• Rosie : a curriculum developer-teaching year 4 class about Tudor
‘background .
• with 17 from 28 students having problem in reading including 5 are
under SEN-how she setting class with task of writing down 3
interesting facts about Tudors from the topic from book provided
• She used her empirical knowledge of children in general in selecting
crime and punishment for she knows children of this age enjoy the
“gory bits.”
• How she scribing , sharing ,organising and recording information
until the children were able to work actively with new information

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 Case study 8: Kirsty: Enjoyment Of
Maths
Kirsty- expert teacher in math's-originally specialist in music but
become enthused with numeracy strategy and developed her
mathematics teaching.
teaching year 5 with children able to recognize the links between
decimals, fractions and percentages.
Written objectives of lesson on whiteboard-introduced syd’s game
(Dynamic Dominos)How she praised children with multiplication
and carefully with the comments and game ended with all ways of
answer.
Using mother seal problem eating two fish to every one which her
baby seals main activity on ratio.
Using trading game with famous bars and chocolate known by them.

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KNOWLEDGE FOR EDUCATIONAL CONTEXT

1)
classroom
contexts

Knowledge
for
educational
contexts 3)
2)school community
contexts contexts

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 1) CLASSROOM CONTEXTS

• Characteristic of classroom
• Tables certainly be arrange in groups
• Units with trays for storage, either with
materials and reading corner
• Whiteboard, blackboard or flipchart.

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 Important for expert teacher

• Broad historical knowledge and understanding

of classroom contexts help them :-
• to set the apparatus of primary education
into contexts
• To understand the possible effects of contexts
on learning
• To have the confidence and ability to vary
contexts to promote best possible learning
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 CARACTERISTIC OF CLASSROOM
CONTEXTS

• Classroom contexts communicate and are informed by images and

models of teaching and learning
• 19th century - elementary education on the
cheap
• Education in religious instruction and the basics
• For civilising effect of religion on the children of
poor sufficient grasp reading, writing and
number to equip them the kinds of work
generated by the industrial revolution
• class often with huge 50-60 pupils.
Were supported by pupils monitors.

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 Case study 9: Melanie :- Science in a complex
context
• Teaching science lesson
• Did not have good subject knowledge in science
• Purpose to introduce the topic of density and investigate group activity
• The task :- How different liquids (syrup, cooking oil and water )from
different layers when put into the same jar and how they work together
when shake
• Working with group of 12 children
• And responsible with the rest of her class who were doing arts and
humanities
• Starting lesson before the rest of the year based properly settled
• Then rushing them to make a conclusion before giving them enough time
to observe in detail.

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 Case study : 10: Rosie : Drama and
Oracy
1. Is a history curriculum expert : Teaching year 5 history and
literacy
2. Discussing on Roman in Britain (focusing on invasion ,
everyday life, and Revolt Of Boudicca
3. Using storytelling- to know factual about the revolt (
influence by Rosan (1990) Fines and Nitchol 1997 and
Bage (1999) using story telling as major communicating
idea and understanding.
4. Using Drama – to understand the historical situation-role
as ancient Celt

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1. Reorganized classroom – table arrange in group
2. Change move table and sit in chairs with large circle .
3. Began storytelling-using gesture to emphasize
meaning
4. Use drama –act like meeting every children play the
roles.
5. Ended the drama with giving them couple minutes to
talk among themselves.
6. All children were immediately engaged in the writing,
retelling their own version of the story.

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 This lesson :Classroom Organization
and experiencing

• Learning took place-evidence- children

understood the story from the idea and
suggestion from the drama
• How children with special educational need
demonstrated their historical understanding
impressively.
• Physical re-organization of the room
• In term of social inclusion,-everyone able to be
involved, without pressure

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 comment
Case study 9 Case study 10
classroom Misuses of group organisation Organized classroom
organization Logistical difficulties
teaching Lack of subject knowledge Experience teacher
approach
weaknesses – The weaknesses – not giving Giving time for student with
enough explanation, or letting storytelling and drama
them follow up their interests in
the first part of activity
completion work then to the
children’s learning.(workbook
syndrome)

Content Lack of content knowledge not History expert

knowledge understand enough concept of
density-representation of
concept not ideal

strengthen Work in group Student cantered

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 Purpose of the case study
• 1) classroom organization
• 2) physical
• 3) children, teaching approach
• The wider experience of a teacher the more knowledge they
will have
• Through this case study :-
• The value of this experience is in the material for
reflection
• the impact of classroom context of teaching and
learning
• the uses and misuses of group organization
• the relationship between self as – teacher and context
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 2) SCHOOL CONTEXT

• School appear essentially conservative places

• Major concern with students and beginning
teachers have to fit into existing school context
and being accepted as a colleague.
• School are complex environment , wide range
experience and difference school should be
known. the relationship between knowledge of
contexts and knowledge of self should be explore

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 Case study 11 : Sarah : Impression
management
• A science specialist who took history as a second subject.
• Referred to an activity about history beginning of the curriculum
2000.
• Always had strong view about teaching
• Was placed in a complex environment,60 chiildren,2 teachers,
classroom assistant ,a specialist helper ,taught 2 science lesson,
working with 12 children-how test variable in growing seeds.
confidence and enjoyment in what she was doing
• A year later she failed in second year practice.-seem to be a
problem not fitted into new context. She continued with the course,
but was quieter and more subdued-careful to try to convey the
right impression to the staff-she also had difficulties with her
teachers

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• Sarah been placed in year 2- the topic that year was
millennium-the school also taught literacy-much history
work was done in literacy
• The two teacher planned the content and Sarah had to
teach what they planned –she fully aware that teaching
history through literacy was problematical.
• She used the commercial recourses' and big book provided
by the school, but when the teacher was not present in the
room, she used other teaching activities
• Manage well-gave them time to work in group-the teacher
impressed with it

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 Discussion

• Problem in fitting into school context as a new teacher

• Will lose part of teacher selves in the effort of fitting in
• Expert teacher need to be aware problems , process of
change within themselves, and how to have an
influence on the school contexts and norms , without
offending other. This can be achieved by stepping back,
physically and figuratively.

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 3) COMMUNITY
AND SOCIETY CONTEXT

• Adapt with community- there are school

where parents comes in and participate, local
community association helps on sports days,
or holds money raising events.
• Adapt with society context-the needs of
society and the needs of individual
• always to understand the best possibly can do
with an inadequate funding.

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