When I was doing my observation, I focused on investigating how my mentor applied the principles of PCK. The class I went to was a forth year biology class focuses on gene regulation in organism development. This is such a sophisticated subject that could go really broad and in depth. I was interested in how my mentor delivered the content knowledge in a language that would be understood by senior undergraduate students. I discovered that the approach she used was simple – the use of student-led activity, think-pair-share. By using think-pair-share, my mentor asked a series of meaningful questions that would guide students to think through answering. She was able to gauge the knowledge level of students through informal assessment while students are presenting answers. She provided feedback and amended misconceptions immediately, which helps with students absorbing the knowledge. Since the language of content knowledge was developed by peers, students were able to understand better. This activity also enhanced the interactions within the class.

For my practicum, I am planning on model this skill. In preparation of my teaching, I will design a set of questions which will help stimulating students’ thinking about the subject. These questions have to be meaningful in terms of being able to guide students towards the learning outcome. During my class, I will pay attention to the language I use, and frequently ask for students’ feedback in order to adjust my pedagogical techniques.