Professional Knowledge
Standard 2

Today’s modern classrooms function with an interplay of factors influenced by diversity in abilities, culture and expanding ICT therefore comprehensive planning informed by input from students, school parents and curriculum is indispensable for effective teaching. Knowledge of content and concepts facilitates teachers during the initial phase of planning to organise learning sequence effectively and plan ahead for misconceptions to be accounted for (Reys et. al 2012, p.37; Woolfolk& Margetts 2013 p.432). Therefore, understanding of conceptual knowledge through prior research on topics and concepts is valuable for teaching effectively.

​

Teaching and Learning cycle using  gradual release of responsibility model suggested by Pearson and Gallagher cited in Flint et al. (2020 p.140) is an effective flexible model to sequence learning program that can be spread over a year, term, or week assuming differing proportion of teacher and student responsibility from direct instruction to guided practice and independent application. This model cooperates well with Vygotsky’s socio-cultural constructivist theory supporting learning through teachers, peers and tools in the environment, communicated through language, and therefore functions well with modern classrooms. Socio-Cultural theory by Vygotsky is a preferred philosophy influencing teaching strategies that emphasize the development of concepts through discussions (whole class or small group) or assisted learning with help from more knowledgeable adults like teacher and parents and also acknowledge the influence of learning tools like ICT. This model accommodates diversity in the class by offering a range of teaching styles from explicit teaching to collaborative opportunities and also provides a range of assessment opportunities from diagnostic, to formative and summative assessment and feedback.

​

According to Vygotsky’s philosophy of learning, language is critical to accomplish advanced cognitive development and critical thinking as suggested by (Woolfolk& Margetts 2013 p. 97) hence frequent opportunities for students to express their ideas and thinking (Reys et al. 2012, p.29) preferably in an integrated curriculum plan that allows for children to immerse in language for literacy and numeracy would maximise learning and be time effective. Discussions about a particular curriculum field area with focus on literacy and numeracy, supported by prompting questions from teachers to scaffold the learning objective will not only allow language learning but learning through language (field vocabulary) and learning about language. (Flint et al. 2020, p.37). Teaching and Learning Cycle This section is excellent and aligns theory to practice.