Please enable JavaScript.

Coggle requires JavaScript to display documents.

Teaching for Understanding, Purple - article #1 & additional thoughts…

- - - - Why is this?
  - - - Is there a limit to these goals?
    - - What happens when students lose focus?
  - - - Would you ever regress if the students were not understanding the complex topics?
  - - - may look different but will always have shared and public criteria, regular feedback, and frequent reflection throughout the learning process.
      - Are there ways that work better than others? Is there a way that work for all students or is this something that has to be adjusted each year depending on the students?
- - - - What does this look like though? Is it different for different classroom? Age groups? Subjects?
- - - - for the constant changes in life we need to be able to teach in different ways
      - have to go beyond knowledge to a deeper understanding
        
        Will this work for all career/jobs or will it only apply to specific ones?
        
        Were we not teaching this skills before? If not then why weren't we??
    - - too much content not enough time to teach it all
      - no clear connections to the topics
        
        Who decides what topics are important to teach students and what ones are not important enough that they are not included in the curriculum?
    - - views of how effective learning proceeds have shifted from the benefits of diligent drill and practice to a focus on understanding and applying knowledge
      - The knowledge of experts is not simply a list of facts and formulas that are relevant to their expertise - their deeper understanding supports their ability to transfer learning to other contexts
      - knowledge learned at the level of rote memory rarely transfers
      - skills and knowledge must be extended beyond the narrow contexts that are often initially learned
      - curricula that are a "mile wide and an inch deep" run the risk of developing disconnected rather than connected knowledge
      - It is not sufficient to provide assessments that focus primarily on testing memory of facts and formulas
  - - - Why does this article break it into 6 facets when the other two broke understanding into 4 parts?
        
        Why are these different concepts that are more specific pieces of evidence than the broader 4 parts?
      - when someone truly understands, they:
        
        can explain concepts, principles and processes by putting it into their own words, teaching it to others, justifying their answers and showing their reasoning.
        
        can interpret by making sense of data, text and experience through images, analogies, stories and models.
        
        can demonstrate perspective by seeing the big picture and recognizing different points of view.
        
        can apply by effectively using and adapting what they know in new and complex contexts.
        
        display empathy by perceiving sensitively and walking in someone else's shoes.
        
        have self-knowledge by showing metacognitive awareness and reflecting on the meaning of the learning and experience.
        
        I also really like the specific words that come from each facet.
      - offer a framework for creating rich learning activities that develop and deepen students' understanding
      - Do all schools or teachers teach this? Why don't we teach these 6 facets in general?? Is there a way to include these into the curriculum too?
  - - - a fundamental goal of schooling is to equip learners to be able to apply what they have learned - on the job, in life, as citizens and in future learning situations
      - the use of performance tasks help to reveal whether students understand core ideas and are able to transfer and adapt their learning to new situations
        
        can be applied to different content areas
    - - when learners are given the opportunity to construct their own understanding around big ideas and essential questions
      - can see this when observing young children
      - understanding must be "earned" by the learner
        
        Why is this?
      - teacher's role shifts from information giver to a facilitator
        
        I really like this idea as being a facilitator in the classroom instead of just providing information for students.
        
        I feel like this provides more opportunities for students to lead the discussion within the classroom.