Pedagogical Content Knowledge (PCK)

What is PCK? 

According to Shulman (1986) , PCK includes "the most useful forms of representation of [topics], the most powerful analogies, illustrations, examples, explanations, and demonstrations - in a word, the ways of representing and formulating the subject that make it comprehensible to others

Pedagogical content knowledge also includes an understanding of what makes the learning of specific topics easy or difficult: the conceptions and preconceptions that students of different ages and backgrounds bring with them to the learning of those most frequently taught topics and lessons."

Pedagogical content knowledge is an accumulation of common elements;
• Knowledge of subject matter
• Knowledge of students and possible misconceptions
• Knowledge of curricula
• Knowledge of general pedagogy.

PCK is knowing what, when, why, and how to teach using a reservoir of knowledge of good teaching practice and experience.

source:  csun.edu

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Psychomotor Learning Theory

Psychomotor Domain
The psychomotor domain (Simpson, 1972) includes physical movement, coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution.

The seven major categories are listed from the simplest behavior to the most complex:

1. Perception:
The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation.
Examples: Detects non-verbal communication cues. Estimate where a ball will land after it is thrown and then moving to the correct location to catch the ball. Adjusts heat of stove to correct temperature by smell and taste of food. Adjusts the height of the forks on a forklift by comparing where the forks are in relation to the pallet.

2. Set:
Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a person's response to different situations (sometimes called mindsets).
Examples: Knows and acts upon a sequence of steps in a manufacturing process. Recognize one's abilities and limitations. Shows desire to learn a new process (motivation).

3. Guided Response:
The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing.
Examples: Performs a mathematical equation as demonstrated. Follows instructions to build a model. Responds hand-signals of instructor while learning to operate a forklift.

4. Mechanism:
This is the intermediate stage in learning a complex skill. Learned responses have become habitual and the movements can be performed with some confidence and proficiency.
Examples: Use a personal computer. Repair a leaking faucet. Drive a car.

5. Complex Over Response:
The skillful performance of motor acts that involve complex movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy. This category includes performing without hesitation, and automatic performance.
Examples: Maneuvers a car into a tight parallel parking spot. Operates a computer quickly and accurately. Displays competence while playing the piano.


6. Adaptation: 
Skills are well developed and the individual can modify movement patterns to fit special requirements. Examples: Responds effectively to unexpected experiences. Modifies instruction to meet the needs of the learners. Perform a task with a machine that it was not originally intended to do (machine is not damaged and there is no danger in performing the new task). 

7. Origination: 
Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills.
Examples: Constructs a new theory. Develops a new and comprehensive training programming. Creates a new gymnastic routine.

source :   NWLinks.com

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Affective Learning Theory

Affective Domain 
The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes.

The five major categories are listed from the simplest behavior to the most complex:

1. Receiving Phenomena: 
Awareness, willingness to hear, selected attention.
Examples: Listen to others with respect. Listen for and remember the name of newly introduced people.

2. Responding to Phenomena: 
Active participation on the part of the learners. Attends and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation).
 Examples: Participates in class discussions. Gives a presentation. Questions new ideals, concepts, models, etc. in order to fully understand them. Know the safety rules and practices them. 

3. Valuing: 
The worth or value a person attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more complex state of commitment. Valuing is based on the internalization of a set of specified values, while clues to these values are expressed in the learner's overt behavior and are often identifiable.
Examples: Demonstrates belief in the democratic process. Is sensitive towards individual and cultural differences (value diversity). Shows the ability to solve problems. Proposes a plan to social improvement and follows through with commitment. Informs management on matters that one feels strongly about.

4. Organization:
Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system. The emphasis is on comparing, relating, and synthesizing values.
 Examples: Recognizes the need for balance between freedom and responsible behavior. Accepts responsibility for one's behavior. Explains the role of systematic planning in solving problems. Accepts professional ethical standards. Creates a life plan in harmony with abilities, interests, and beliefs. Prioritizes time effectively to meet the needs of the organization, family, and self.

5. Internalizing values (characterization): 
Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional).
Examples: Shows self-reliance when working independently. Cooperates in group activities (displays teamwork). Uses an objective approach in problem solving. Displays a professional commitment to ethical practice on a daily basis. Revises judgments and changes behavior in light of new evidence. Values people for what they are, not how they look.

source :   NWLinks.com

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Cognitive Learning Theory

Cognitive Domain
The cognitive domain (Bloom, 1956) involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills.

There are six major categories, which are listed in order below, starting from the simplest behavior to the most complex.

1. Knowledge 
Recall data or information.
Examples: Recite a policy. Quote prices from memory to a customer. Knows the safety rules. 

2. Comprehension: 
Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words.
Examples: Rewrites the principles of test writing. Explain in one's own words the steps for performing a complex task. Translates an equation into a computer spreadsheet.

3. Application: 
Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place.
Examples: Use a manual to calculate an employee's vacation time. Apply laws of statistics to evaluate the reliability of a written test.

4. Analysis:
Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences.
Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training.

5. Synthesis: 
Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.
Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome.

6. Evaluation: 
Make judgments about the value of ideas or materials.
Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget.



The categories can be thought of as degrees of difficulties. That is, the first ones must normally be mastered before the next ones can take place.

source :   NWLinks.com

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Learning Theory

Learning Theory
There is more than one type of learning. A committee of colleges, led by Benjamin Bloom (1956), identified three domains of educational activities:

• Cognitive: mental skills (Knowledge) 
• Affective: growth in feelings or emotional areas (Attitude) 
• Psychomotor: manual or physical skills (Skills)

Cognitive Domain
The cognitive domain (Bloom, 1956) involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills.

more details

Affective Domain
The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes.

more details

Psychomotor Domain
The psychomotor domain (Simpson, 1972) includes physical movement, coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution.

more details

source :   NWLinks.com

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Basic HTML Tutorial: Lesson 2

Back to Lesson 1


For lesson 2, we will proceed on how to put something on the html board. In previous we learn about html tag, head tags and also title tags. 


Today another new tag will be preview which is called <BODY> tags, usually it located after the <HTML>, <HEAD> & <TITLE> tags. Needless to say, keep these in your document.


<HTML>
<HEAD>
<TITLE>ape-ape aje</TITLE>
</HEAD>

<BODY>
</BODY>

</HTML>

---

Then, type "something really cool." and between the body tags:-

<BODY>
Something really cool
</BODY>

Whenever you make a change to your document, just save it, then hit the Reload button on your browser and you will see the result as below on your webpage file.

Something really cool

Now, we already know what is the use of the body tags. So, let's go further in it. I think the first thing we are going to learn is how to change background colors. So, this is how to change your background color:-

<BODY BGCOLOR="#F0F0F0">
Something really cool
</BODY>

Something really cool

FFFFFF is basic HTML color for white. For more color, you can refer here.

You can find more color later. Usually the browser can read almost all the color coding. Additionally if a background color is specified that is not one of these colors, then browser will usually pick the closest of these colors to use. 

---

Other than that, you also can specify a background image instead of color. For example, choose any images you want and put it in your website folder. Then, put your address of your images into the body like this:-

<BODY BACKGROUND="../yourfolder/swirlies.gif">
Something really cool
</BODY>

Save your html file and refresh the browser. You will find your images will located at background of your webpage. And one more thing, please make sure that you don't put space any folder's name or any name for your file or else, the reading will be error.

Ok, that's all for today's lesson. In the next lesson, we will learn how to change font in your webpage.

Till then ^_^

Go to Lesson 3

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Basic HTML Tutorial: Lesson 1

 Back to Introduction

Ok, the lesson 1 begin now. Just as I told in previous, we just using a notepad. So, open your notepad and type the following text:

<HTML>
</HTML>

Each one of those is called a tag. There is a starting tag and a closing tag. To make a closing tag just add a / to the starting tag. Most, but not all tags have a closing tag.

Think of tags as talking to the browser, or better yet giving it instructions. What you have just told the browser is 'this is the start of a HTML document' (<HTML>) and 'this is the end of a HTML document' (</HTML>). 

Now we need to put some stuff into it.

---

Every HTML document needs a pair of HEAD tags.

<HTML>
<HEAD>
</HEAD>
</HTML>

---

The only thing we have to concern ourselves with in the HEAD tags (for now) are the TITLE tags.

<HTML>
<HEAD>
<TITLE></TITLE>
</HEAD>
</HTML>

---

And the bulk of the page is going to be within the BODY tags.

<HTML>
<HEAD>
<TITLE></TITLE>
</HEAD>
<BODY>
</BODY>
</HTML>

---

Oh, and one more thing, give your document a title.

<HTML>
<HEAD>
<TITLE>My big ole bad page!</TITLE>
</HEAD>
<BODY>
</BODY>
</HTML>

Now save it, not as a text document, but as a html document. Save it as page1.html in a new folder somewhere. If you a little fuzzy about how to do this then here's what you do.

In your Notepad window click "File" then "Save as".

Where it says "File name:: type in "page1.html" Where it says "Save as type:" make sure it says "All Files(*.*)".

Hit save and you're done!

Congratulations! You are the proud parent of a fully functional Web Page! You could upload it to a server and the whole world can see your creation! If you still don't have your server, just open your saved file with your web browser(Mozilla, Opera etc) and you website should look like this.

(this is an example when you open it using chrome)

You can double click on it now and see the results of your handiwork.

Unfortunately, as you can see, the page is just a little bit blank (but it is still a legitimate HTML document!).

Next lesson we will start learning to put some stuff in your page. Two quick points before we go on to lesson 2:-

1. What you made is a skeleton HTML document. This is the minimum required information for a web document and all web documents should contain these basic components. 
2. The document title is what appears at the very top of the browser window.

Till then ^_^

Go to Lesson 2

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Basic HTML Tutorial: Introduction

Hello. I'm prosacks. For these time, I will share with all of you a simple lesson on how to make a Webpage. I must warn you though, this is for "all wet behinda ears" Newbies. If you're at all experienced at this sort of thing, you'll probably find this tutorial a bit of a yawner.

You'll be happy to learn that it's really pretty simple. The basic idea is this: A web page is nothing more than a file, a HTML file to be exact. It's called HTML because web page documents have the file extension .html or .htm. HTML stands for Hyper Text Mark-up Language.

	Prosacks,
	Just wanted to drop you a line to let you know how much I enjoyed your tutorials. After reading your tutorials, I bailed on my old web site which was done with *** and started my own from scratch with notepad. It was like crawling out of a 5 gallon bucket. I now can do exactly what I want.
		Thanks, Adam

Let's get started. First, if you have any of them fancy HTML editors and have an inkling to break em in now, just forget it. The worst way to learn is to use one of those things. (Although there are a few that you will find helpful, they'll only help you once you learn the basics, so don't even worry about it now.) What's the best way to learn HTML?? Dreamweaver???Fireworks???Webeditor????No, no, no, the best way to learn it is just using Notepad. I know, I know, you maybe thinks that this is ridiculous. Just trust me on this one. K? 

Another tool you'll need is a browser to view your web pages. You can choose any browser you like but I strongly recommend Mozilla Firefirox or Google Chrome. If you're using something else, it should be OK for most things, but you may be somewhat limited. 

With that out of the way I can say with confidence that you are less than 5 minutes away from making your first web page! So..We will proceed to lesson 1.

Go to Lesson 1

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WeLCoMe To PRo$aCKsNeT

Welcome to prosacksnet. Here we share everything about knowledge that are applicable and usable around us. If you have anything to share, feel free to contact me via email. Till then...^_^

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