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Teaching for Understanding:  Understanding Goals
 

Teaching for Understanding: Understanding Goals

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This is my first chapter presentation. It outlines some of the characteristics of understanding goals and their importance for learning.

This is my first chapter presentation. It outlines some of the characteristics of understanding goals and their importance for learning.

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    Teaching for Understanding:  Understanding Goals Teaching for Understanding: Understanding Goals Presentation Transcript

    • Teaching for Understanding with Technology Chapter 4: Understanding Goals and New Technologies Martha Stone Wiske et. al.
    • Introduction
      • Often, teachers fail to be entirely explicit on the goals that should be achieved in each lesson.
      • In order to facilitate achievement, teacher goals must be “explicit, clear, and coherent”.
      • This will also help move away from “learning about technology” to “learning with technology” and help teachers use technology as a means to enhance understanding.
    • What are understanding goals?
      • Goals that enable students to think with what they know and “apply knowledge flexibly and appropriately”
      • Goals that do not focus on memorizing content or practicing skills
    • Key Features of Understanding Goals
      • Focus on big ideas
      • Encompass multiple dimensions within or across subject matters
      • Define coherent connections between any lesson or learning activity and broader overarching goals
      • Are stated explicitly and shared publicly
    • Factors That Must Be Coordinated When Defining Understanding Goals
      • Teacher’s deeper purposes, core values, and hopes for the students
      • Mandates for curriculum content coverage
      • Required textbooks and other curricular material
      • Standardized tests and other accountability measures that require preparation time.
    • Effective understanding goals are…
      • Focused on student understanding of knowledge, methods, purposes for learning, and forms of expression
      • Relate short-term goals of lesson/unit to long-term goals of term/year
      • Invite others into the process of generating goals
      • Are developed on an ongoing basis (revision)
    • Less effective understanding goals are…
      • Focused on isolated knowledge/behaviors
      • Address student enjoyment over big ideas
      • Have no connection between short-term and long-term goals
      • Unclear to students
      • Set with no discussion or collaboration with others
    • Integrating New Technologies: Issues
      • Selecting appropriate technologies
      • Planning to gain significant educational benefits
      • Preparing teachers and students to use these new tools
      • Organizing access to the tools and orchestrating effective interactions
    • Activity
      • By yourself or with a partner, develop 3 good understanding goals that you could use in your classrooms. Try to integrate technology into at least one or two.
        • For some ideas, refer to the Water Habitat Case Study on pgs. 44 – 47 of Teaching for Understanding with Technology or check out its website at http://learnweb.harvard.edu/ent/gallery/pop3/pop3_1.cfm