1.4 Use knowledge of subject matter

1.4  Use knowledge of subject-matter content/skills and learning processes to plan for student learning

This standard applies to the teacher as well as to the students.  The teacher needs three types of prerequisite knowledge to establish objective: knowledge of curriculum; knowledge of lesson content; and knowledge of students.   There are typical misconceptions that students have in all subjects, particularly in math and science.  Being aware of the misconceptions students have can help you focus your instruction to address the most common misconceptions.

A.      Knowledge of subject matter to identify prerequisite knowledge

Considerations for Practice at Level III

  • Know your content well.  You may need to investigate the subject of particular units or lessons further to fill in your content knowledge and to prepare to help your students develop a meaningful understanding.
  • Unpack the standard to determine what students must already know and be able to do in order to demonstrate proficiency.  Which of these knowledge and skills will be needed for this objective?
  • Identify what prerequisite skills are crucial to this lesson (or chapter or unit) and administer a prior knowledge assessment that tests the prerequisite knowledge.  Prepare activities for the class to address any gaps in their knowledge.

Considerations for Practice at Level IV

  • Identify what prerequisite skills are crucial to this lesson (or chapter or unit) and administer a prior knowledge assessment that tests the prerequisite knowledge.  Share the results of the assessment with the students so they can identify their own gaps.
  • OR, prepare different activities to address the knowledge gaps of individual students.

B.      Addresses common content misconceptions

Considerations for Practice at Level III

Predict some common misconceptions students might have about the learning.  Plan strategies that will address these misconceptions.

Considerations for Practice at Level IV

  • Use Danielson’s Misconception Template (pp 38-39) to predict misconceptions and plan multiple activities to address them.
  • Question students to uncover further misconceptions.
  • Engaging in argument may be a central way that a student’s new conceptual system becomes strengthened and overtakes a student’s misconceptions.  Argument entails asking students to evaluate or debate the adequacy of a new conception with competing misconceptions.

Resources

Guskey, Lessons of Mastery Learning

  • This article explains the steps of mastery learning, one of which is students’ prerequisite content knowledge.

Lucariello, Joan, How Do I Get My Students Over Their Alternative Conceptions (Misconceptions) for Learning

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