How do you apply pedagogical content knowledge in the real world?

Applying pedagogical knowledge in real life involves understanding learner needs, creating engaging learning environments, employing effective instructional strategies, providing timely and constructive feedback, reflecting on teaching practices, and building positive relationships.

This is a great answer. In any given situation, it is paramount that we have an understanding of our learners: their background, their motivation, an understanding of what is important to them. We live in a very diverse world and indeed the world is a global village so as a global citizen, a teacher must have an awareness of the social issues that impact the community that feeds their local school. Therefore, choosing appropriate materials will follow. I usually have a clear idea about my units of study but I tweak accordingly depending on the needs of my students.

When teaching skills or concepts, you can often change up the content that learners use without issue. Figuring out what your learners know - and the contexts they’re interested and familiar with - can help make the learning experience more tailored and engaging. This is especially true of adult learners.

Assessing students' prior knowledge does not only help to tailor lessons. It can also improve students' learning outcomes by providing them with timely and accurate information about their knowledge state, and by helping them to set appropriate goals and strategies for learning. For example, for every new topic, I give an overview of the entire stuff to be learnt. Then I guide them with the goal setting for the topic. It enables them to even read ahead before coming to class as they're aware of the individual tasks to be accomplished till the entire lesson is exhausted.

One thing I find helpful to catch all my learners is to make a real effort to deliver content in different ways and give many opportunities for students to apply what they have learned. When I design a lesson I try to make sure students read it, hear it, see it and do it. While I know it is a simple approach, it has been something that has worked well for me over the years. While the content evolves and the ways we deliver the content change, that is still the blueprint I follow for lesson planning.

One thing I have found helpful is a strategy such as Inquiry Based Learning because it develops creative thinking skills using a critical lens for research. It helps diverse students grasp new concepts using a student centered approach drawing on their own cultural experiences according to individual level of abilities. Karen

In teaching senior-level nursing, I found that, especially when using case studies, it was helpful to have the students anonymously answer one question; " have you had a similar experience? ". From that information, I can adjust the case study.

In teaching 1st year graduate Psychology to students who are fresh out of their schools, I found that creative group assignments were really impactful. Specifically, in the beginning of the year when the students do not know each other, I would start the first assignment to be something like a wall magazine or posters around basic topics. Students would engage in art, case studies and figure out interesting ways of presenting their work. After the assignment, their work would be displayed on the department walls. It served several purposes - 1. Helped students in knowing each other. 2. Offered a sense of belongingness as their work became a part of the physical structure of the department. 3. Contributed to their academic credits.

This approach builds self actualization. This is one approach that arouses students interest in learning hence, targeting learners to challenge themselves.

When choosing materials it is important to consider your students’ culture, background, experience and language to ensure they are relevant and appropriate. It is important for students to “see” themselves in the learning process. i.e., an English Language Learner may have a tough time with Shakespeare. How could the same skills be taught with alternate text(s)? Could you provide a simplified version? Is there additional scaffolding or small group instruction needed to help the students access the curriculum? When learning is student-centered, the materials and scaffolds must be tailored to the student. Failing to plan in such a manner excludes certain communities and/or limits their comprehension and experience. Know your audience.

Selecting materials that students can relate to is especially tough in multicultural countries like India. There are positive & negative stereotypes about several communities. In classrooms I have had to be mindful of selecting appropriate examples (particularly for Social Psychology) without reinforcing any existing stereotypes. As an educator I have assumed the moral and socially responsibility to not disturb the often delicate intergroup and intercultural sensibilities that may exist in my classrooms.

Having a class profile of personalities as well as topics of interest for each learner makes it easier to seek materials that are relevant to the learners individually. Once they find the topic is interesting to them then they are much more likely to come out of their comfort zone and engage with new material for lessons. For example: In my business class if I know that the majority of my students are entrepreneurial then I will seek materials that relate the knowledge and practice to a business owner or an entrepreneur.

One practical way to structure content is to build units around one or two powerful, open-ended essential questions. Then, each lesson in the unit contributes to student understanding about the essential question(s) in increasingly complex contexts/texts. As you progress in the unit, students return to the essential question over and over, developing increasing complexity in both their treatment of the topic and linguistic competence. Moreover, teachers should do a bias-check to ensure questions allow for a variety of perspectives, even if some of those perspectives may be contrary to our own. In this wild age of polarization, dialogue around meaningful questions is of the utmost importance.

Sequencing your material is important not only for students to effectively complete their assignment, but to create them. I’m leaving the assignment brief as open as possible and guiding students through the process of using real life experience they can constructively create their own assessments. Having professionals who understand the environment students will work in is impeccable to the successful guidance students will require. Not only this, they should also be talented in critically structuring assessment briefs to fit the student’s schedules, knowledge and abilities.

I yruly agree. My experience in giving guidance to English Language/Literature projects eg. SBAs involves rehular repetition of guidelines. Since this involves group and individual task the sharing of thoughts and ideas, proofreading support and the building of team bonds. At the end of the given the task or project scheduled, all learners are capable of taking on another objective based assignment.

Getting feedback can be scary, especially if you are new in education, and can leave you wondering if you've chosen the right profession. Two things can help you reframe these events: 1. Understanding that effective teaching is complex and the only way one gets better at it is through continual learning, experience, and adjustment, and: 2. Mentally framing most feedback as coming from those who are part of your "team" and want to see you do well.

The landscape of education has evolved significantly. The necessity for continuous learning has emerged as a crucial reality, ensuring one's relevance in the competitive job market through the acquisition of novel skills. Adult learners, often burdened with various responsibilities, now navigate this transformative educational journey. Consequently, it has become essential to address a diverse array of viewpoints and employ a pedagogical approach that resonates with students spanning various age groups. It has only added to the challenges of educator. I feel training for educators need significant reforms to consider these changing landscapes.

Apart from the above-mentioned factors, teacher self-efficacy, which is the belief that teachers have in their own abilities to teach effectively and achieve desired outcomes is also important. Teachers with high self-efficacy tend to be more confident, motivated, and persistent in their teaching, and they are more likely to use innovative and student-centered pedagogies. Teacher self-efficacy can be enhanced by providing teachers with feedback, support, and opportunities for professional growth. Imagine a teacher with a low self-efficacy in the classroom.. . . Everything would be jumbled and the students would come out with nothing to take home.

One thing I learned this summer from reading the book Quiet by Susan Cain, is to design classroom activities that are flexible to the needs of individual students, especially introverts and neurodiverse students (these two populations are not the same). It is common practice and encouraged to do group work in class, but not all students learn best in groups, some want to reflect on the class material by themselves. Some have social anxiety. We need to allow that flexibility.