This means that new teachers must develop the ability to “understand in a pedagogically reflective way; they must not only know their own way around a discipline, but must know the ‘conceptual barriers’ likely to hinder others” (McDonald and Naso, 1986:8). These conceptual barriers differ from discipline to discipline.
An emphasis on interactions between disciplinary knowledge and pedagogical knowledge directly contradicts common misconceptions about what teachers need to know in order to design effective learning environments for their students. The misconceptions are that teaching consists only of a set of general methods, that a good teacher can teach any subject, or that content knowledge alone is sufficient.
Some teachers are able to teach in ways that involve a variety of disciplines. However, their ability to do so requires more than a set of general teaching skills. Consider the case of Barb Johnson, who has been a sixth-grade teacher for 12 years at Monroe Middle School. By conventional standards Monroe is a good school. Standardized test scores are about average, class size is small, the building facilities are well maintained, the administrator is a strong instructional leader, and there is little faculty and staff turnover. However, every year parents sending their fifth-grade students from the local elementary schools to Monroe jockey to get their children assigned to Barb Johnson’s classes. What happens in her classroom that gives it the reputation of being the best of the best?
During the first week of school Barb Johnson asks her sixth graders two questions: “What questions do you have about yourself?” and “What questions do you have about the world?” The students begin enumerating their questions, “Can they be about silly, little things?” asks one student. “If they’re your questions that you really want answered, they’re neither silly nor little,” replies the teacher. After the students list their individual questions, Barb organizes the students into small groups where they share lists and search for questions they have in common. After much discussion each group comes up with a priority list of questions, rank-ordering the questions about themselves and those about the world.
Back together in a whole group session, Barb Johnson solicits the groups’ priorities and works toward consensus for the class’s combined lists of questions. These questions become the basis for guiding the curriculum in Barb’s class. One question, “Will I live to be 100 years old?” spawned educational investigations into genetics, family and oral history, actuarial science, statistics and probability, heart disease, cancer, and hypertension. The students had the opportunity to seek out information from family members, friends, experts in various fields, on-line computer services, and books, as well as from the teacher. She describes what they had to do as becoming part of a “learning community.” According to Barb Johnson, “We decide what are the most compelling intellectual issues, devise ways to investigate those issues
Toy Box Activity
The toy box activity will help preschool students visualize the locations represented by positional words. The materials needed for this preschool activity are:
- Small to medium sized boxes
- Small toys
To play the toy box activity, first give each child a box and a toy. The teacher will then give directions to the students by inserting positional words into the following sentence: The toy is _____ the box. The preschoolers should then place the toy in the correct location.
For example, if the teacher says, "The toy is in the box," then the children should place their toys in their boxes. This activity will help preschoolers connect positional words to locations. Continue to introduce more positional words as appropriate for the skill levels of the students.
In addition to having the students follow directions that contain positional words, the teacher can also use the toy box activity to teach children to connect locations to positional words. During circle time, the teacher can place the toy in different locations relative to the box. The preschoolers should then supply the positional word for the action.
For example, if the teacher places the toy to the side of the box, the preschooler should be able to answer, "The toy is next to the box."