Study Guide

Field 126: Japanese CST
Pedagogical Content Knowledge

Review the IME tutorial video and the IME instructions for Japanese PDF document. The IME instruction document will be available to you during the actual test.

Directions for Pedagogical Content Knowledge Assignment

For the Pedagogical Content Knowledge section of the test, you will write a response of approximately 400–600 words in English to an assignment.

Read the assignment carefully before you begin to write. Think about how you will organize your response. You should use your time to plan, write, review, and edit your response to the assignment. Your final response must be typed in the on-screen response box presented with the assignment.

Please note that, if needed, you will be able to type words in the target language in your response using Input Method Editor (IME) technology. You may access specific instructions for IME use by selecting the IME Help button above the response box.

Your response will be evaluated according to the following criteria:

Your response will be evaluated on the criteria above, not writing ability. However, your response must be communicated clearly enough to permit valid judgment of your knowledge and skills. Your response must be your original work, written in your own words, and not copied or paraphrased from some other work.

Be sure to write about the assigned topic. Remember to review what you have written to ensure that you address all aspects of the assignment and make any changes you think will improve your response.

Select the Next button to continue.

Sample Pedagogical Content Knowledge Assignment

Competency 0005
Pedagogical Content Knowledge

Use the information below and the exhibit provided to complete the assignment that follows.

You are planning instruction for a Japanese language class. Your instruction includes a specific learning goal aligned to the following New York State Learning Standard for Languages Other Than English.

Standard 1: Students will be able to use a language other than English for communication.

You will use the exhibit provided as part of your instruction. To view the exhibit, click the "Exhibit" button on the right above the response box.

Using your knowledge of Japanese and your pedagogical knowledge related to teaching modern languages, write a response in English of approximately 400–600 words in which you:

[The examinee will see the Exhibit button on screen: exhibit button]

To view the exhibit, the examinee will click the Exhibit button. The pop-up window can then be resized and/or repositioned on the screen so that the examinee can access the information while completing their response.

Exhibit

Exhibit - Employment opportunity webpage in Japanese

bulentgultek. Wow banner. Collection: DigitalVision Vectors. Getty Images.

gyener. Exploding bubble. Collection: DigitalVision Vectors. Getty Images.

KOSON. Rock and Roll Cartoon. Collection: DigitalVision Vectors. Getty Images.

New Vision Technologies Inc. Woman holding cell phone. Collection: DigitalVision. Getty Images.

portishead1. Manga painter. Collection: E+. Getty Images.

Tomacco. Japanese girl. Collection: DigitalVision Vectors. Getty Images.

Sample Strong Response to Pedagogical Content Knowledge Assignment

I will use this exhibit for a high school Japanese class, at Checkpoint B. The learning goal for students will be to use vocabulary associated with Japanese anime production in context. The rationale for this goal is that students are familiar with and generally interested in animation and it is an important topic in the Japanese culture. It is relevant for students to learn to communicate in speaking and writing about animation in Japanese using appropriate vocabulary.

First, I will have students work in pairs to discuss what they already know about Japanese anime and what are their favorite ones using previously learned key vocabulary and verbs such as (anime),(movie),(know)(like), and phrases such as(do you have~?),(Please tell me~.). This paired interview will engage students in the activity and allow them to practice speaking and listening skills while activating prior learning.

Then I will hand out the exhibit to the students. The exhibit contains a wide variety of vocabulary used in modern as well as traditional Japanese language. In particular, it contains many words using a combination of Kanji, Hiragana, and Katakana. I will display the exhibit on the smart board and go over new vocabulary, reading the words out loud, and then having the class repeat the words. We will go over the various activities listed on the exhibit such as,(anime song concert),(cosplay contest). Then I will use these activities in questions and responses such as(In which event are you interested?),(I am interested in .),(Have you ever seen an anime production?),(Yes, I have./No, I haven't.). Volunteers will answer the questions and then students will work in pairs for 10 minutes using the newly learned vocabulary and phrases, asking each other about their favorite activity related to anime. As a homework, students will practice writing the new words in a cloze passage and listen to online flash cards with audio to practice pronunciation.

The next day, each student will conduct research online based on the activity in the exhibit that interests them most. They will use their findings to begin creating a paper-based poster advertising this activity as if it were part of the event advertised in the exhibit. They will use images that they find online and print or draw themselves and will also write by hand the relevant vocabulary and phrases directly on the poster. Subsequently, students will present their poster to the class in Japanese.

As an assessment, each student will write 4 or 5 statements in Japanese about another student's poster using the vocabulary and phrases learned to summarize and evaluate the activity. This will allow me to verify whether students can effectively use the newly learned vocabulary in context.

Performance Characteristics for Pedagogical Content Knowledge Assignment

The following characteristics guide the scoring of responses to the Pedagogical Content Knowledge assignment.

COMPLETENESS The degree to which the response addresses all parts of the assignment
ACCURACY The degree to which the response demonstrates the relevant knowledge and skills accurately and effectively
DEPTH OF SUPPORT The degree to which the response provides appropriate examples and details that demonstrate sound reasoning

Score Scale for Pedagogical Content Knowledge Assignment

A score will be assigned to the response to the Pedagogical Content Knowledge assignment according to the following score scale.

Score Point Score Point Description
4 The "4" response reflects a thorough command of the relevant knowledge and skills.
3 The "3" response reflects a general command of the relevant knowledge and skills.
2 The "2" response reflects a partial command of the relevant knowledge and skills.
1 The "1" response reflects little or no command of the relevant knowledge and skills.
UThe response is unscorable because it is unrelated to the assigned topic or off-task, unreadable, written in a language other than English or contains an insufficient amount of original work to score.
BNo response.