BA&BEd (LangEd-Eng)

EDUC4620: Pedagogical Content Knowledge

THE UNIVERSITY OF HONG KONG

Faculty of Education
ELE 2013 - 2014

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Pedagogical o!"e!" K!o#ledge$E%U 4&20

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EDUC4620/Pedagogical Content Knowledge (6 c edit!)

The course follows up the Year 3 course EDUC3615. It focuses on the relationship between subject- atter content !nowle"#e $i.e. !nowle"#e about lan#ua#e% an" the teachin# of that subject $i.e. the pe"a#o#& of '( En#lish%. The course "eals with content !nowle"#e) but the focus is on pe"a#o#ical "ecision- a!in# as it relates to the content of learnin#) i.e. the lan#ua#e) e*plorin# how that content !nowle"#e shoul" be selecte" an" pac!a#e" in wa&s that are ost li!el& to facilitate learnin# at "ifferent sta#es of learner "e+elop ent.

Ai"!/#$%ecti&e!
The course ai s to help participants to 1. "e+elop an enhance" le+el of pe"a#o#ical content !nowle"#e $,C-% as it relates to the teachin# of '( En#lish) i.e. participants shoul" be ore .lan#ua#e-aware/0 (. "e+elop an enhance" un"erstan"in# of the relationship between le*is) #ra ar an" "iscourse) an" i plications of this relationship for teachin#0 3. "e+elop an enhance" un"erstan"in# of the i portance of .Teacher 'an#ua#e 1wareness/ $T'1%) particularl& T'1 lin!e" to #ra ar) le*is) "iscourse) an" phonolo#&) an" its relationship with contentrelate" pe"a#o#ical "ecisions0 2. "e+elop an enhance" un"erstan"in# of learners/ lan#ua#e nee"s an" how to respon" to those nee"s0 5. "e+elop #reater confi"ence in "ealin# with learner errors an" #i+in# appropriate fee"bac!0 6. "e+elop #reater confi"ence in han"lin# content-relate" pe"a#o#ical "ecisions0 3. "e+elop an un"erstan"in# of the i portance of ,C-4T'1 in their life-lon# professional "e+elop ent.

P e- e'(i!ite!) Co- e'(i!ite! and P o*i$ited Co"$ination

none

+n!t (cto (!)/,acilitato (!)

Dr. 5i on Chan 6oo 3(( 7ui 8i Chow 5cience 9uil"in# E ail: ss&chan;h!u.h! Tel: ((215216 <s. <ar#aret 'o 6oo (=> 6un e 5haw 9uil"in# E ail: lo;h!u.h! Tel: (?53 ?6=?

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Co( !e/-od(le Lea ning #(tco"e! (L#)

LO No . Leaning Outcome Statement (LO) Related Programme Learning Outcomes (PLO) (see Appendix)
,'81 $ii% @ $iii% ,'8( $ii% @ $iii% ,'8 2 $iii%

Related Assessment task(s)and hurdle requirement s

e-portfolio ite s 1) () 3) 2) 5) 6) 3 an" ?

9& the en" of the course) stu"ents shoul" be able to use their ,C- to a!e principle" "ecisions in relation to their own han"lin# of lan#ua#e content inclu"in# lan#ua#e pro"uce" b& stu"ents) base" on soun" !nowle"#e of the lan#ua#e area an" un"erstan"in# of the lan#ua#e4learnin# nee"s of their stu"ents. 9& the en" of the course) stu"ents shoul" be able to use their ,C- to anal&se an" e+aluate the treat ent of lan#ua#e content in te*tboo!s4teachin# aterials) an" a!e appropriate o"ifications to suit the lan#ua#e le+el an" learnin# nee"s of their stu"ent. 9& the en" of the course) stu"ents shoul" be able to use their ,C- to a!e efficient) infor e" an" critical use of reference sources an" authentic lan#ua#e corpus "ata to locate rele+ant infor ation about lan#ua#e content.

,'81 $ii% ,'8( $iii%

e-portfolio ite s 1) 3) 2 an" 5

,'81 $ii% ,'8( $iii%

e-portfolio ite s 1) 2) 5) 6)3 an" ?

.t (ct( e
There are 1( sessions $of 1 hour an" 5= inutes "uration each% "urin# the course: si* before <ain Teachin# ,ractice an" si* after <ain Teachin# ,ractice. The sessions ta!e the for of wor!shops) "urin# which participants e*plore "ifferent areas of lan#ua#e) "rawin# on infor ation fro +arious reference sources) an" consi"er the pe"a#o#ical i plications.

/en(e
0-202 1=.3=a A 1(.(=p

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.c*ed(le: .e1te"$e ) 2022 3 -a4) 2025

Session No. (date) 1 (1-Ban-12 ( (3-Ban-12 3 (?-Ban-12 2 3=-Ban-12 5 11-Deb-12 6 13-Deb-12 3 15-1pr-12 ? ((-1pr-12$E% > ((-1pr-12$E% 1= (2-1pr-12 11 (>-1pr-12 1( =6-<a&-12 Session (Topic !escription) Course Intro"uction an" 6ecap on <ajor Cotions 9uil"in# our T'1: T'1 an" Coun ,hrases 9uil"in# our T'1: T'1 an" 6elati+e Clauses 1 9uil"in# our T'1: T'1 an" 6elati+e Clauses ( 9uil"in# our T'1: T'1 an" 'e*is 1 9uil"in# our T'1: T'1 an" 'e*is ( 9uil"in# our T'1: T'1 an" Tenses an" 1spects 9uil"in# our T'1: T'1 an" ,honolo#& 1 9uil"in# our T'1: T'1 an" ,honolo#& ( ,reparation for 5tu"ent presentations: 6eflectin# on <T, an" the potential i pact of T'1 on 5tu"ent 'earnin# 5tu"ent ,resentations: 6eflectin# on <T, an" the potential i pact of T'1 on 5tu"ent 'earnin# 5tu"ent ,resentations: 6eflectin# on <T, an" the potential i pact of T'1 on 5tu"ent 'earnin# Related Learning Outcomes '81 '8( '83 '81 '8( '81 '8( '81 '8( '81 '8( '81 '8( '81 '8( '81 '8( '81 '8( '83 '81 '8( '83 '81 '8( '83 '81 '8( '83

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Elect onic Po t6olio A!!e!!"ent and *( dle e'(i e"ent!

.t(dent! a e e71ected to co"1ile an elect onic 1o t6olio (!ing #8E 9:o d; 6ile wit* t*e 6ollowing co"1onent!: 1 ( 1 brief conte*tual "escription of their T, school) an" of the classes tau#ht in the lesson$s% featurin# in the e*ten"e" reflection in ,art 3. 1% 1n anal&sis of one #ra ar area $"ifferent fro the one tar#ete" in ,art 1 of this course% to $e ta(g*t) inclu"in# its "eaning) 6o " an" (!e. ,lease use ta$le! an" ti"eline! as appropriate to help &ou e*plain the eanin# an" for . ,lease use !($*eading! to "i+i"e &our anal&sis into ana#eable chun!s) to ensure &ou !eep a clear focus an" to si#npost the rea"er. ,lease also inclu"e 4o( own e*a ples to illustrate the points &ou are a!in#. The e*a ples shoul" be indented an" written in italics to "ifferentiate the fro the rest of &our te*t. Use the PEA s&ste . <a!e a Point) pro+i"e E7a"1les an" then Anal4!e the e*a ples to sa& how the& lin! bac! to the point bein# a"e. 9% 1n anal&sis of the potential learnin# "ifficulties for stu"ents with this area of #ra 3 ar to#ether with so e possible solutions) an"

A c itical e6lection on two content- elated 9incident!; 6 o" t*ei cla!! oo" <P e71e ience= The inci"ents shoul" be fro a lesson tar#etin# the area of #ra ar anal&se" in ,art ( of the portfolio. 1t least one of the inci"ents shoul" relate to the area of #ra ar anal&se" in ,art ( of the portfiolio. The secon" inci"ent a& relate to an& area of lan#ua#e content e.#. #ra ar) le*is) phonolo#&. The inci"ents shoul" be full& conte*tualiFe" an" shoul" each last for about one inute. 5tu"ents nee" to: $a% +i"eotape their lesson an" select the inci"ents $b% list the objecti+es of the lesson as a whole an" pro+i"e a brief s&nopsis of the lesson) $c% transcribe each inci"ent $"% briefl& intro"uce each inci"ent b& conte*tualiFin# it) e*plainin#) for e*a ple) what happene" just before the inci"ent) e*plainin# what/s on the boar" showin# +isuals or e*a ples etc so that the rea"er can full& un"erstan" what is #oin# on in the transcribe" inci"ent $e% reflect on an" criticall& anal&se their han"lin# of content-relate" issues e.#. the wor"in# of the teac*e ;! e*planation) the teac*e ;! selection of e*a ples) the teac*e ;! treat ent of learner output etc $but C8T etho"olo#&%. You shoul" refer to 5wan/s $1>>2% si* criteria for #oo" pe"a#o#ic #ra ar rules $f% use the followin# la&out: #$%ecti&e! and $ ie6 !4no1!i! o6 t*e le!!on a! a w*ole +ncident 2: B ie6 int od(cto 4 conte7t incl(ding *otlin> to &ideo e7ce 1t o6 t*e incident +ncident 2: < an!c i1t +ncident 2 Anal4!i! +ncident 2: B ie6 int od(cto 4 conte7t incl(ding *otlin> to &ideo e7ce 1t o6 t*e incident +ncident 2: < an!c i1t +ncident 2: Anal4!i! $<*e le!!on 1lan !*o(ld $e incl(ded a! a 6inal ent 4 in t*i! !ection= Plea!e *and in a *a d co14 o6 an a!!ign"ent co&e wit* t*e &ideo di!c o6 t*e le!!on)

2 5 6

1 critical reflection on what the& ha+e #aine" fro participatin# in the <oo"le foru s. The& shoul" cite at least two e*chan#es in which the& ha+e participate") as e+i"ence of their reflection. 1 final self-e+aluation of their T'1 "e+elop ent o+er the course of two &ears an" what insi#hts the& ha+e #aine" fro inclu"in# their thou#hts about their continuin# professional "e+elop ent in this area 8ther infor ation in support of their learnin# ?( dle e'(i e"ent!: 2) 4) @ and 6 44 A!!e!!"ent ta!>!: 2) 5 the course

<*e total wo d lengt* 6o ite"!) 2) 5 !*o(ld not e7ceed a11 o7i"atel4 5000 wo d!= Plea!e note t*e le!!on 1lan i! 8#< incl(ded in t*i! wo d co(nt)

<*e 1o t6olio "(!t $e !($"itted elect onicall4 to o( -oodle 3 .ee Bo7 2- $4 @ 1" on -a4 25 2024= A *a d co14 o6 an a!!ign"ent co&e wit* t*e &ideo di!c o6 t*e le!!on !*o(ld al!o $e *anded in $4 @=00 to t*e P og a""e #66ice on -a4 25

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.tanda d 6o A!!e!!"ent
EDUC4620 Pedagogical Content Knowledge (2022/2025) Elect onic Po t6olio A!!e!!"ent
Ca e of 5tu"ent $5tu"ent ID%: 5ub ission of 1ssess ent an" 7ur"le 6eGuire ents: the ele ents reGuire" in the portfolio

+te"! !($"itted

1ssess ent tas!s $Ite s 3) 2 @ 5%: .PEC+,+C C0+<E0+A Content

1n abilit& to anal&se an" e*plain the for ) eanin# an" use of a #ra ar area a!in# full use of at least two #oo" #ra ar references) pro+i"in# well selecte") anal&se" e*a ples to full& illustrate an" support the points bein# a"e . $Ite (% 1n abilit& to i"entif& possible learnin# "ifficulties for stu"ents with the #ra ar point) base" on the anal&sis of the #ra ar area an" an abilit& to su##est appropriate solutions with e*a ples) a!in# use of the #ra ar references. $Ite (% 1n abilit& to full& conte*tualiFe each inci"ent to be criticall& e+aluate") pro+i"in# full bac!#roun" to when the inci"ent occurre" within the lesson) what lan#ua#e area is concerne") an" what e*actl& happens $Ite 3% 1n abilit& to criticall& reflect on &our own han"lin# of lan#ua#e content) base" on soun" !nowle"#e of the lan#ua#e area) an" an un"erstan"in# of the lan#ua#e4learnin# nee"s of &our stu"ents) inclu"in# su##estions for i pro+e ent where appropriate an" a!in# use of 5wan/s criteria in eac* of the two inci"ents $Ite 3% A$ilit4 to "a>e e66icient) in6o "ed and c itical (!e o6 e6e ence !o( ce! (and a(t*entic lang(age co 1(! data) to locate ele&ant in6o "ation a$o(t lang(age content (+te"! 2) 5)

,o "
Clarit&) succinctness) intelli#ibilit& an" accessibilit& of portfolio $inclu"in# clarit& of la&out) script) spellin#) En#lish an" creati+it&% Clarit&) consistenc& an" appropriateness of aca"e ic con+entions for attributin# sources of infor ation) citin# references) etc. Coherence an" structure of each ele ent) inclu"in# "escription of inci"ents an" or"er of points of "iscussion

AE8E0AL C#--E8<.

E*a iner:

Date: Bune (=12

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Ke4 0e6e ence!

1n"rews) 5. $(==3%. Teacher language a"areness. Ca bri"#e: Ca bri"#e Uni+ersit& ,ress. Carter) 6. @ <cCarth&) <. $(==6%. #am$ridge grammar o% &nglish' A comprehensi(e guide to spoken and "ritten &nglish grammar and usage. Ca bri"#e: Ca bri"#e Uni+ersit& ,ress. Downin#) 1. @ 'oc!e) ,. $(==6%. &nglish grammar' A uni(ersit) course $(n" E".%. 8*on: 6outle"#e. Hern#ross) H.) ,uchta) 7. @ Thornbur&) 5. $(==6%. Teaching grammar creati(el). Ca bri"#e: Ca bri"#e Uni+ersit& ,ress. -ell&) Heral". $(===%. *o" to teach pronunciation. 7arlow: 'on# an. 'oc!) H. $1>>6%. +unctional &nglish grammar' An introduction %or second language teachers . Ca bri"#e: Ca bri"#e Uni+ersit& ,ress. ,arrott) <. $(=1=%. ,rammar %or &nglish language teachers. Ca bri"#e: Ca bri"#e Uni+ersit& ,ress. 5inclair) B. $e".% $(==5%. #ollins #O-./L! &nglish grammar. 'on"on: 7arper Collins. 5wan) <. $(==5%. Practical &nglish usage $3r" E".%. 8*for": 8*for" Uni+ersit& ,ress. Thornbur&) 5. $1>>>%. *o" to teach grammar. 7arlow) Esse*: 'on# an Thornbur&) 5. $(==1%. .nco(ering grammar. 8*for": <ac illan 7eine ann. Thornbur&) 5. $(==(%. *o" to teach (oca$ular). 7arlow) Esse* 'on# an. Thornbur&) 5. $(==5%. -e)ond the sentence' /ntroducing discourse anal)sis. 8*for": <ac illan ,ublishers. Thornbur&) 5. $(==6%. ,rammar' Resource $ooks %or teachers. 8*for": 8*for" Uni+ersit& ,ress. Yule) H. $1>>?%. &xplaining &nglish grammar. 8*for": 8*for" Uni+ersit& ,ress.

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A11endi7
<?E U8+/E0.+<B #, ?#8A K#8A ,ACUL<B #, EDUCA<+#8 ,ropose" Co on ,ro#ra e 'earnin# 8utco es $,'8% for Initial Teacher E"ucation $ITE% pro#ra es +iF. 9E") 9E"$'an#E"% $inclu"in# 91@9E"I'an#E"J% an" ,HDE 0. #urriculum and pedagogical content kno"ledge

'i( 'ii( 'iii( 'i)(

1.

I"entif&) appraise an" criticall& e+aluate the ai s) fra ewor! an" content of the rele+ant subject curriculu an" its ali#n ent with the broa"er e"ucational ai s De onstrate a fir technolo#&-supporte" pe"a#o#ical content !nowle"#e base for the rele+ant subject area) an" appl& such !nowle"#e in curriculu "esi#n) i ple entation an" e+aluation for i pro+e ent in teachin# an" learnin# ,lan an" i ple ent e+i"ence-base") conte*tuall& responsi+e) an" inno+ati+e teachin# to construct effecti+e learnin# e*periences0 appl& effecti+e strate#ies an" s!ills to "eal with unanticipate" situations arisin# in professional practice E*plore an" appl& appropriate assess ent an" e+aluation strate#ies) an" reflect on stu"ents/ perfor ance to enhance teachin# an" learnin#

Learners and learning

'i( 'ii( 'iii( 'i)(

2.

De onstrate a critical un"erstan"in# of theories of learnin# an" whole-person "e+elop ent an" the abilit& to construct an en+iron ent con"uci+e to effecti+e learnin# I"entif& appropriate learnin# outco es) e+aluate the achie+e ent of those outco es an" co unicate suitable fee"bac! to the learners I"entif& learners/ in"i+i"ual "ifferences an" i ple ent strate#ies to pro+i"e support for their "i+erse learnin# nee"s Draw on hu an) curriculu an" technolo#ical resources to pro ote cross-curricular learnin# an" ultiliteracies.

&ducation in context

'i( 'ii( 'iii( 'i)(

Co unicate i"eas) concepts an" issues effecti+el& to sta!ehol"ers in e"ucation) inclu"in# stu"ents) parents an" collea#ues Cetwor! an" collaborate effecti+el& with sta!ehol"ers to respon" to chan#es in e"ucation an" pla& a lea"ership role in pro otin# the enhance ent of teachin# an" learnin# De onstrate inter-cultural un"erstan"in# an" interpersonal s!ills for en#a#e ent with people of "i+erse cultures De onstrate) as a local an" #lobal citiFen) critical awareness of social) econo ic) cultural) technolo#ical an" en+iron ental issues) an" participate acti+el& in pro otin# the well-bein# of hu an!in"

3.

Pro%essional ethics

'i( 'ii( 'iii(

De onstrate awareness of the i portance of uphol"in# professional ethics an" co it ent to the co"e of con"uct for teachers1 5how sensiti+it& to an" respect for the "i+erse interests an" bac!#roun"s of other sta!ehol"ers in the e"ucation co unit& 6eflect criticall& on personal stren#ths an" wea!nesses to "e+elop !nowle"#e) s!ills an" strate#ies for continuin# professional i pro+e ent <*e Uni&e !it4 o6 ?ong Kong Ed(cational Ai"!

Fo* "+e c,**e!" co!"e-". *e/e* "o "+e o,!cil o! P*o/e00io!al o!d,c" i! Ed,ca"io!10 doc,2e!" "i"led 3 ode /o* "+e Ed,ca"io! P*o/e00io! i! Ho!g Ko!g1 i! +""45$$c4c6ed76o*g6+8$e!gli0+$code026+"2

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<o ena$le o( !t(dent! to de&elo1 t*ei ca1a$ilitie! in: C Ai" 2: P( !(it o6 acade"ic / 1 o6e!!ional e7cellence) c itical intellect(al en'(i 4 and li6elong lea ning 1.1 De+elop in-"epth !nowle"#e of specialist "isciplines an" professions 1.( <aintain hi#hest stan"ar"s of intellectual ri#or an" aca"e ic inte#rit& 1.3 CritiGue recei+e" !nowle"#e fro ultiple perspecti+es 1.2 5ustain intellectual curiosit& an" enthusias for learnin# Ai" 2: <ac>ling no&el !it(ation! and ill-de6ined 1 o$le"! (.1 6espon" positi+el& to unanticipate" situations an" proble s (.( I"entif& an" "efine proble s in unfa iliar situations (.3 Henerate an" e+aluate inno+ati+e solutions to proble Ai" 5: C itical !el6- e6lection) g eate (nde !tanding o6 ot*e !) and (1*olding 1e !onal and 1 o6e!!ional et*ic! 3.1 <aintain hi#hest stan"ar"s of personal inte#rit& an" ethical practice in aca"e ic) social an" professional settin#s 3.( 7ei#hten awareness of personal stren#ths an" wea!nesses 3.3 6espect in"i+i"ual "ifferences an" preferences Ai" 4: +nte c(lt( al (nde !tanding and glo$al citiDen!*i1 2.1 7ei#hten awareness of own culture an" other cultures 2.( De+elop cultural sensiti+it& an" interpersonal s!ills for en#a#e ent with people of "i+erse cultures 2.3 ,erfor social responsibilities as a e ber of the #lobal co unit& Ai" @: Co""(nication and colla$o ation 5.1 Co unicate effecti+el& in aca"e ic) professional an" social settin#s 5.( Kor! with others an" a!e constructi+e contributions Ai" 6: Leade !*i1 and ad&ocac4 6o t*e i"1 o&e"ent o6 t*e *("an condition 6.1 ,la& a lea"in# role in i pro+in# the well-bein# of fellow citiFens an" hu an!in" 6.( Uphol" the core +alues of a "e ocratic societ&: hu an ri#hts) justice) eGualit& an" free"o of speech 6.3 ,articipate acti+el& in pro otin# the local an" #lobal social) econo ic an" en+iron ental sustainabilit&. L E"ucational ai s that the ,C- course ai s to achie+e