Study Guide
Field 126: Japanese CST
Pedagogical Content Knowledge
Recommendation for individuals using a screenreader: please set your punctuation settings to "most."
Review the IME tutorial video
and the
IME instructions for Japanese
. 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 to 600 words start bold in English end bold 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
button above the response box.
Your response will be evaluated according to the following criteria:
- start bold COMPLETENESS: end bold The degree to which the response addresses all parts of the assignment
- start bold ACCURACY: end bold The degree to which the response demonstrates the relevant knowledge and skills accurately and effectively
- start bold DEPTH OF SUPPORT: end bold The degree to which the response provides appropriate examples and details that demonstrate sound reasoning
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 start bold Next end bold button to continue.
Sample Pedagogical Content Knowledge Assignment
Competency 0005
Pedagogical Content Knowledge
start bold Use the information below and the exhibit provided to complete the assignment that follows. end bold
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 to 600 words in which you:
- state the grade level (middle school or high school) of your instruction;
- state the NYS Checkpoint level (A, B, or C) that aligns to your instruction;
- identify a specific learning goal that aligns with the given standard and the grade level and NYS Checkpoint you have identified, and that relates to the given exhibit;
- provide a rationale for the learning goal you have identified;
- describe a research- or evidence-based instructional strategy or activity you would use to promote student achievement of the specified learning goal and explain how you would use the given exhibit to support your instruction; and
- describe an effective formative or summative assessment tool, strategy, or activity you would use to measure student achievement of the specified learning goal.
start italics [The examinee will see the Exhibit
button on screen:
] end italics
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
Flyer for an Anime Convention in Japanese. at the top of the flyer it says 今年もやるよ！第四回 アニ漫画イベント 「アニメ好き、集まれ！」 the next section has a graphic that says wow in a comic book style font and the section says 開催場所：大阪ビッグサイト 第三ホール 開催日時：十月十五日(水）～十月十九日(日) 午前十時～午後五時 In the next section there is a male anime character that is holding a microphone and the microphone stand and has one foot up on a speaker. there are two bulleted lists. the first says イベント 最新アニメを紹介 セミナー「アニメはどうやって作るの？」 アニメソングのコンサート コスプレルームとコスプレコンテストand the second list says 出展ブース アニメ関連企業から１５０以上のユニークな展示 ○アニメプロダクション会社 ○プロダクトセールス会社 ○世界のアニメ祭り ○テレビ会社 ○大学やアニメ専門学校the next section shows a little cartoon girl in a kimono holding a flower and it says ファミリーシアター 親子で楽しむアニメがいっぱい。みなさん、ぜひ見にきてくださいね。 the next section has an image of a hand drawing an anime character with pencil crayons there is a bulleted list that says アニメのプロダクション ・台本から絵コンテ、デザインまで、 アニメができるまでを見よう ・アニメ作家が絵をかくのを見よう ・声優と会おう ・エディティングにつ いて学ぼう 土曜日と日曜日の 午後二時、四時、七時 finally the last section shows an anime character holding out a cell phone and it says チケットのお求めは今すぐお電話で。 ジャパンチケット 0570-07-1000
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 「アニメ」(anime),「映画」(movie),「知る」(know)「好き」(like), and phrases such as「～はありますか」(do you have～?),「～を教えてください」(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,アニメソングのコンサート(anime song concert),コスプレコンテスト(cosplay contest). Then I will use these activities in questions and responses such as「どのイベントに興味がありますか」(In which event are you interested?),「私は、○○に興味があります」(I am interested in ○○.),「アニメができるまでを見たことがありますか」(Have you ever seen an anime production?),「はい、あります／いいえ、ありません」(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. |
| U | The 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. |
| B | No response. |