This document discusses teaching methods and learning theory. It introduces concepts like behaviorism, cognitivism, metacognition, and the differences between novice and expert learners. Students are asked to consider potential misconceptions in their content area and how to address them. Metacognition strategies like awareness, planning, monitoring and reflecting are presented as ways for learners to consciously engage with and improve their learning. The document provides discussion prompts for students to apply these concepts to reading assignments and evaluating professional websites in their field.

1. SECONDARY CONTENT AREA
TEACHING METHODS
September 3, 2009
SNC
Mary Hochstetler

2. Connecting/Reconnecting
FOUR CORNERS
Gather in groups of 4
Create the chart shown
OUTSIDE OF THE CIRCLE
INSIDE OF THE CIRCLE
Introductions

3. Learning . . .
“ . . . a relatively permanent change, due to experience, either in
behavior or in mental representations or associations”.
Ormrod (2006)

4. Theorists
Behaviorists: Pavlov, Skinner
Cognitivists: Piaget, Vygotsky

5. Teaching’s main goal is to
promote student achievement
Preconceptions
Misconceptions

6. Private Universe
As you watch the DVD note preconceptions, misconceptions,
teacher methodology, results

7. Now for your content area
Think of potential misconceptions students may arrive in YOUR
future classroom with
List 2 or 3 on a sticky, leave space and begin to think about how
you would reverse these “private theories”
Groups of 4

8. Metacognition
Becoming aware of the process of learning
Thinking about one’s own thinking
BENEFIT: shown to help learners SOLIDIFY LEARNING
Two basic processes occurring simultaneously: monitoring your
progress as you learn and making changes and adapting your
strategies if you perceive you are not doing so well.
(Winn & Snyder, 1998)

9. Novice Learner vs Expert
Learner
Novice Learners: Don’t stop and evaluate their
comprehension of the material, don’t examine the quality of
their work or stop to make revisions. GENERALLY they don’t
attempt to examine a problem in depth, attempt to make
connections or see the relevance to their lives.
Expert Learners: DO all the above.

10. For your content area
You assign a chapter of reading in your content area. How would
the novice learner approach the assignment versus an expert
learner?

11. Successful learners use
metacognitive strategies
Awareness
Planning
Monitoring & Reflecting

12. Awareness
Consciously identify what you know
Define the learning goal
Consider personal resources
Consider the task requirements
Determine how performance will be evaluated
Consider motivation level
Determine anxiety level

13. Planning
Estimate time required to complete the task
Plan study time into schedule
Set priorities
Make a checklist
Organize materials
Use strategies to learn such as outlining, diagramming,
mnemonics, etc

14. Monitoring and Reflecting
Reflect by keeping track of what works and what does not work
for you
Monitor learning by questioning and testing yourself
Provide feedback to yourself
Keep concentration and motivation at a high level

15. Assignment from last week
Small groups with presenters taking turns and listeners giving
feedback using index cards.

16. Next week’s homework
Read Chapter 2 in our text
Page 59: Find your content area’s professional website and
explore it. Write a one page summary. Think about what you
found helpful, what else you “wish” would have been included on
the website and any other thoughts about the website and it’s
potential application to your teaching.