Name : Mohamed Uwais Padia

Student number: 14285592

Unique Number: 543399

ISC3701 ASSIGNMENT 02
DECLARATION I (full names): _Mohamed Uwais Padia_________________________________

Student number: ____14285592____________________________

Declare that…

1. I understand what plagiarism entails and am aware of the University’s policy in this regard.

2. I declare that this assignment is my own, original work. Where I used someone else’s work, whether a
printed source, the internet, or any other source, I give the proper acknowledgement and include a
complete reference list.

3. I did not use another current or previous student’s work, submitting it as my own.

4. I did not allow and will not allow anyone to copy my work with the intention of submitting it as his or
her own work.

Signature ___MohamedUwaisPadia______________________

Date: ____20/04/2024________________________
Questions:

1] In order for one to be able to explain the concept of Pedagogical Content Knowledge (PCK) one needs
to be knowledgeable of their subject. In simple terms, one needs to know the core concepts and
principles on what defines your subject. I believe that Pedagogical content knowledge [PCK] refers to the
knowledge that you as a teacher have on a certain subject about how to teach that specific content to
learners. As a teacher you would need to have knowledge about how learners learn so that teaching can
be accurate in their lessons. PCK also involves that the teacher knows the misconceptions and difficulties
that learners may face when learning specific topics, and how to address these challenges through the
correct means and teaching methods. Teachers must be able to share that knowledge which will
encourage learners to be enthusiastic about learning. The PCK diagram that is shown to us by Shulman,
illustrates the overlapping between content knowledge, pedagogical knowledge, and the unique blend
of PCK. Schulman’s diagram also shows us as to how PCK is the combination of subject matter
knowledge and pedagogical knowledge which results in a deep understanding of how to teach a specific
topic or subject. This diagram visually represents the complex interaction between content and
pedagogy in the context of teaching and learning. By the teacher combining the knowledge of both
content knowledge with pedagogical knowledge, one will now be able to develop instructional
approaches that are beneficial to learners and that are also suited to the needs and abilities of their
learners. This sound understanding of PCK enables educators to create meaningful learning experiences
making it a crucial skill for a teacher to possess.

2]

In order for myself to be able to apply a basic approach in my subject [ Math’s ], I would need to be able
to apply the principles of constructivism in my lessons by making sure that my learners are involved
either directly or in indirectly while teaching. I would ensure that I create a math’s classroom in which
the lessons will be learner centered at all times. I will ensure that my lessons and questions will make
learners want to ask questions, construct their own understandings through exploration, and reflection.
This will allow my learners to be able to form their knowledge and perspectives. Learners will also be
able to incorporate what they already know into their learning experiences. This helps in enhancing ones
learners critical thinking skills in ones subject [Mathematics]. Apart from one applying the
constructivism principles, one also needs to include instructional strategies to enable effective teaching
and lessons of my subject I teach. Some of these instructional strategies that I will use include:

- Real-World Connections: I will relate my Mathematics content to real-world examples and

experiences to help students understand its relevance and application with ease.
- Active Learning: I would encourage my learners to actively engage with the study guides, notes,
worksheets through discussions, problem-solving, and hands-on activities.
- Collaborative Learning: I will ensure that I foster collaboration among my learners which in turn
will allow them to learn from each other's viewpoints and experiences.
 3]

Pedagogical Alignment: The teachers should ensure that the technology used aligns with the
learning objectives and instructional strategies and must accommodate all the learners needs.

Accessibility: The teacher should consider the diverse needs of one’s students and must ensure
that the technology that is being used is accessible to all students and that the materials that
one provides is according to the students understanding.

Sustainability: The teachers must choose technologies that are sustainable in the long term.
One should also keep in mind the various factors such as cost, maintenance, and training.

Collaboration: teachers must use technology to facilitate collaboration among learners.

Feedback and Assessment: teachers must utilize technology for providing timely feedback and
conducting assessments effectively.

Professional Development: Provide training and support for teachers to effectively integrate
and utilize the chosen technologies.

Innovation and Creativity: teachers must encourage the use of technology to foster learner
innovation, creativity, and critical thinking skills.

4]

I fully agree with the statement that mobile phones can be used to support learners in the
classroom. I will list some of the many reason as to why I agree with the statement. Firstly,
mobile devices will allow for learners to have access to a much wider range of educational
resources and teaching styles as compared to just learning based on what the teacher teaches
and the worksheets that the teacher gives. With one using a mobile device allows for learners
to learn from practically anywhere at any given time, allowing for flexibility and a chance for
learners who are behind on work to now be able to catch up. Learners that are absent from
school due to unforeseen circumstances, sickness, etc can make use of their mobile devices to
find out what work has been done and to thereafter catch up on the work missed. Learners that
also suffer with learning disabilities can benefit with the use of mobile devices being used as
they can learn at their own pace without the teacher having to stop the lesson with the whole
class. Should the learners face any difficulties while working on activities, homework, or class
projects, the learners will now be able to get into contact with the teacher for assistance.
Learners will also be able to find resources that are suited to their learning styles as the internet
is constantly being updated literary every minute. Learners can also be able to find various
different educational videos explaining different lessons on literary every topic being taught
regardless of subject making mobile devices an essential tool. Based on the above reasons, I
personally believe that mobile devices support the learner’s ability to learn.
5]
6]

From my understanding, I personally believe that technology integration involves the use of
technology resources such as computers, tablets, projectors, and various other online resources
together with the traditional methods of teaching to help benefit both the learners and the
teacher. Technology has the ability to enhance teaching and learning as it has important tools
and resources which easily enhance instruction, engages each learner as well improves the
lesson objectives and educational outcomes as a whole. Most importantly, making use of
technology makes lessons engaging and interesting for learners as working with technology is
against the norms of teaching.

7] The seven roles of a teacher are as follows:

1] Learning mediator:

“The educator will mediate learning in a manner which is sensitive to the diverse needs of
learners, including those with barriers to learning; construct learning environments that are
appropriately contextualized and inspirational; communicate effectively showing recognition of
and respect for the differences of others”.(Killen, R. 2019. Teaching strategies for quality
teaching and learning..pdf)

2] Interpreter and designer of learning programmes and materials

“The educator will understand and interpret provided learning programmes, design original
learning programmes, identify the requirements for a specific context of learning and select and
prepare suitable textual and visual resources for learning. The educator will also select,
sequence and pace the learning in a manner sensitive to the differing needs of the
subject/learning area and learners”.(Killen, R. 2019. Teaching strategies for quality teaching and
learning..pdf)

3] Leader, administrator and manager

“The educator will make decisions appropriate to the level, manage learning in the classroom,
carry out classroom administrative duties efficiently and participate in school decision-making
structures. These competences will be performed in ways which are democratic, which support
learners and colleagues, and which demonstrate responsiveness to changing circumstances and
needs”.(Killen, R. 2019. Teaching ISC3701 strategies for quality teaching and learning..pdf)

4]Scholar, researcher and lifelong learner

“The educator will achieve ongoing personal, academic, occupational and professional growth
through pursuing reflective study and research in their learning area, in broader professional
and educational matters, and in other related fields”.(Killen, R. 2019. Teaching strategies for
quality teaching and learning..pdf)

5] Community, citizenship and pastoral role

“The educator will practice and promote a critical, committed and ethical attitude towards
developing a sense of respect and responsibility towards others, one that upholds the
constitution, and promotes democratic values and practices in schools and society. Within the
school, the educator will demonstrate an ability to develop a supportive and empowering
environment for the learner and respond to the educational and other needs of learners and
fellow educators. Furthermore. the educator will develop supportive relations with parents and
other key persons and organisations, based on a critical understanding of community and
environmental development issues. One critical dimension of this role is HIV/AIDS
education”.(Killen, R. 2019. Teaching strategies for quality teaching and learning..pdf)

6] Assessor:

“The educator will understand that assessment is an essential feature of the teaching and
learning process and know how to integrate it into this process. The educator will have an
understanding of the purposes, methods and effects of assessment and be able to provide
helpful feedback to learners. The educator will design and manage both formative and
summative assessment in ways that are appropriate to the level and purpose of the learning
and meet the requirements of accrediting bodies. The educator will keep detailed and
diagnostic records of assessment. The educator will understand how to interpret and use
assessment results to feed into the process for the improvement of learning
programmes”.(Killen, R. 2019. Teaching strategies for quality teaching and learning..pdf)

7] Learning area/subject/discipline/phase specialist:

“The educator will be well grounded in the knowledge, skills, values, principles, methods and
procedures relevant to the discipline, subject, learning area, phase of study, or professional or
occupational practice. The educator will know about different approaches to teaching and
learning (and where appropriate, research and management) and how these may be used in
ways which are appropriate to the learner and the context. The educator will have a well-
developed understanding of the content knowledge appropriate to the specialism”.(Killen, R.
2019. Teaching strategies for quality teaching and learning..pdf)
QUESTION 8:

The three forms of competence are as follows:

1] Practical competence: This form of competence refers to the demonstrated ability, in an

authentic context, to consider a range of possibilities for action, make considered decisions
about which possibilities to follow, and to perform the chosen action.

2. Foundational competence:

Refers to the ability to be able to demonstrate an understanding of the knowledge and

thinking that support the actions taken in the demonstration of practical competence.

3. Reflexive competence:

This refers to the demonstrated ability to connect performances and decision making together
with understanding and with an ability to adapt to change and unforeseen circumstances and
to thereafter be able to explain the reasons behind these adaptations.

I personally believe that each of these competences are valuable in the teaching profession due
to these reasons:

1) Practical competence allows for successful application of knowledge and skills. I also believe
that it helps teachers to plan which activities they have for their lessons. It helps teachers
prepare on how they will set out their lessons to meet the lesson objectives.

2) Foundational competence helps teachers understand the content of their work and help
them make the work more effective when teaching it to learners.

3) Reflexive competence helps in creating positive relationships and effective communication

within the educational context and also helps teachers in understanding their environments.
Reflexive competence also prepares teachers for their settings to change and how they can
adapt to different settings.
References:

Killen, R.2019. Teaching strategies for quality teaching and learning.