Junior ABQ Portfolio: Professional Knowledge

“Members strive to be current in their professional knowledge and recognize its relationship to practice. They understand and reflect on student development, learning theory, pedagogy, curriculum, ethics, educational research and related policies and legislation to inform professional judgment in practice.” (OCT, 2015)

Chosen Artifact: Module 1: Junior Learner — Developmental Phases

I have selected my Double Journal Entry as my artefact representing Professional Knowledge. I believe that understanding human development between ages 8–11 is crucial to having a positive working relationship with students. Students at this age may display certain personality traits, behaviours and actions that are particular to their age group. Therefore, teachers must know how to work with the unique challenges students face at this age in order to reach students while they change in many respects. The Junior Learner experiences change in terms of physical growth, social growth and cognitive growth. My Double-Entry Journal Chart shows my prior knowledge compared with my knowledge after investigating child development using the course resources.

Reflection:

The Double-Entry Journal highly reflects Professional Knowledge since this activity required me to understand and reflect on the development of students in this particular age group. By studying the various learning theorists, I can apply evidence-based practice into the classroom. As Leinhardt (1992) states, these “insights have important implications for teachers” (p.1). By understanding the key changes that students experience during the Junior Level, I was able to develop several ideas for teaching in the classroom.

For instance, I will utilize group work and teacher-facilitated discussion to introduce problem-solving and slowly transition students to independent-based problem solving over time. I will teach students how to write their own positive affirmations to build self-confidence and self-esteem. Student interest surveys will be used to focus on student interests during lesson planning to create engaging lessons that will capture student attention.

Knowledge can be broken down into several forms including Bloom’s Taxonomy, subject-based knowledge and metacognition (Leinhardt, 1992). My greatest insight was that students are able to think at a deeper level at the Junior level. By building on prior knowledge, we can encourage students to make connections and extend learning (Leinhardt, 1992). Vygotsky’s Zone of Proximal Development can be established in the classroom through the implementation of group work and classroom discussion techniques.

Using educational research findings to inform teaching is the most solidified foundation by which to approach teaching at the Junior Level.

References:

What research on learning tells us about teaching. By: Leinhardt, G.. Educational Leadership, Apr92, Vol. 49 Issue 7, 20–26.