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Teacher Interview: Heidi O'Hanley

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A Conversation with a Not-So-Ordinary Art Teacher Summary H eidi O'Hanley has been teaching for some thirteen years, and she's pretty much seen it all in the education world. Getting her start as a conservator restoring textiles, she discovered through the process of training her interns that she had a natural affinity for teaching. So she decided to go back to school and earned her Graduate Degree in Art Education from Columbia College Chicago . From there she became actively involved in the National and State Art Education Associations, in fact she was Student Chapter President for the National Art Education Association for three years, and is currently the Poster Chair Coordinator for the Illinois Art Education Association . (You can check out their website at the bottom of this blog.) Admitting that she became a teacher late in her career, now a Nationally Board Certified K-12 educator (one of only three in her district) she has more than made up for it. Heidi cur...
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Module 4: Applying processes in my classroom

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CONCEPT 1: Metacognition  Summary In Chapter Nine Woolfolk discusses Complex Cognitive Processes and Metacognition . On page 341 of the text, Woolfolk defines metacognition as a "strategic application of declarative, procedural, and self-regulatory knowledge to accomplish goals and solve problems" - without processes like metacognition and problem solving  students cannot learn. She continues stating that "special kinds of procedural knowledge (metacognition)" (pg. 344) know as Learning Strategies exist to help students know how to use these processes. Applying these strategies by "teaching students directly to ensure that they are using and understanding them" (pg. 350) will "help students focus attention and effort, process information more deeply, and monitor their own understanding of the material" Reflection I think it all just accumulates toward: Do we care about how our students actually come to know, retain, and present knowle...
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