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Concept map on Teaching for Understanding Articles- Week 5 By: Gabriella…

- - - - Application of the items learned in the unit happens with a culminating assignment. The culminating assignment requires students to pull in their knowledge from the unit and apply it in solving a new problem.
- - - - Important for teachers to change thinking from consistent drill and practice into focusing on understanding and application.
      - Evidence has shown that learning for understanding helps students recall ideas easier and better than trying to memorize everything from a lecture or text.
      - Instead of teaching multiple topics in order to get through more content, educators should go into depth with each topic. When educators teach multiple topics on the surface level in order to cover more content, they create disconnected knowledge. Instead, when teachers go into depth with a singular topic, they have the ability to create connected knowledge. Connected knowledge entails connecting topics or ideas from one lesson to another lesson.
      - Assessment should focus on understanding not just facts and formulas.
      - "Teaching for understanding is reinforced by recent insights into how people learn, and our work as educators should be guided by the most current understandings about the learning process."
    - - We need to adjust the purpose of learning from focusing on the facts and its impact on the world around us. The purpose of learning should be how we apply our knowledge to new situations and problems we encounter.
        
        The biggest takeaway we can give our students when we teach them is the ability to conquer the unknown.
      - calls for a fundamental shift from content coverage to "uncoverage"
        
        need to apply flexibility
        
        teaching and testing a series of facts and discrete skills – to one that emphasizes transferable ideas and processes
    - - Too much content results in students being unable to form connections from one concept to another concept.
      - Content coverage is driven by state standards and standardized tests.
      - Should emphasize ideas and processes that are applicable across various areas instead of just facts and skills.
  - - - With meaning making, the teacher goes from the role of information giver to the role of facilitator.
    - - Being able to apply learning without someone telling them where and when to do it in real-life application/performance tasks
        
        The performance tasks must be authentic in that they have
        
        A goal
        
        A target audience
        
        A tangible product
        4.Performances that are valued in the wider world
  - - - 6.Have self-knowledge by showing metacognitive awareness and reflecting on the learning and experience.
      - Display empathy by perceiving sensitively and walking in someone else's shoes.
      - 4.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.
      - Can interpret by making sense of data, text, and experiences through images, analogies, stories, and models.
      - Can explain concepts, principles, and processes in their own words, able to teach others the concepts, principles, or processes, able to justify answers, and show reasoning.
- - - - Is there a healthy balance between textbook learning or lecturing and hands on? What is this healthy balance?
      - As teachers, how can we have more hands-on items for students to learn by doing besides in foreign language and science classes?
        
        A potential idea from my TEAC 380 class on learning by doing is incorporating movement to lessons. For example, with learning spelling words, we could associate actions with these words for students to understand them better. For example with the word jump, we could do the action of jumping to help further solidify the word jump.
      - Can you incorporate hands-on and real-life application into each lesson? If so, how?
  - - - TFU will also be difficult to implement into the classroom with having to go in-depth into topics and concepts. Going in-depth to lessons and content makes me nervous because I often get nervous that my students aren't understanding items. Also, going more in-depth for concepts makes me nervous because whenever I have taught a practicum lesson, it goes over time.
    - - As a teacher, even though assessments in the classroom and my performance as a teacher is important, I need to remind myself that my students understanding is more important than the assessment score I get as a teacher.
      - Inform students that their understanding is more important than their grades. For example, in Kindergarten, kids get stickers when they complete a certain number of homework assignments. These stickers are then put on a sticker chart where the students can eventually get a large prize once their sticker chart is filled. Therefore, it is important to tell students that no matter how fast or how slow they fill up their sticker chart, their understanding is more important.