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A brief introduction to Teaching for Understanding Framework developed by Harvard Graduate School of Education. Presentation prepared by Su-Tuan Lulee for EDDE 801, Ed. D. in Distance Education at......

A brief introduction to Teaching for Understanding Framework developed by Harvard Graduate School of Education. Presentation prepared by Su-Tuan Lulee for EDDE 801, Ed. D. in Distance Education at Athabasca University, Canada.

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  • 1. Teaching for Understanding Framework in Practice Su-Tuan Lulee Instructor: Dr. Susan Moisey EDDE 803, Nov. 11, 2010
  • 2. Introduction
    • In this presentation:
      • Core elements of the TfU framework
      • Examples for using TfU in designing unit plans or curriculum
      • Criteria & tools for design and implementation
  • 3. Introduction
    • Teaching for Understanding (TfU) is a research project (1988 - 1995) in Project Zero at HGSE.
      • Teaching for Understanding Guide
      • Teaching for Understanding: Linking Research with Practice
      • (Both Jossey-Bass, 1998)
  • 4. What is Teaching for Understanding?
    • Understanding as the capability to perform.
    • TfU is not all new. It’s not created. What the researchers have done was to capture what good teachers do & make them more explicit and visible.
    • TfU framework does not mean to capture every element of effective classroom practice—other factors such as classroom structure and teacher-student relationships also play a role.
  • 5. What is Teaching for Understanding?
    • TfU framework
      • is a guide to keep the focus of educational practice on understanding, while allowing teachers flexibility to design units that fit their priorities and teaching style.
      • provides a set of language and structure for planning curriculum and for discussion pedagogy with other colleagues and students
    http:// www.youtube.com/watch?v =xf3VThBEex8
  • 6. What is Teaching for Understanding?
    • Flexible framework for rethinking pedagogy
    • Initially, four elements: GT, UG, PoU, & OA. RCC was added later by Wiske
  • 7. Generative Topics What topics are worth teaching?
    • Dewey’s idea of organizing curriculum around themes
    • Criteria for a good GT:
      • Centrality: core to the discipline
      • Connectivity: connect to other topics, one or more disciplines, and students’ non-school context
      • Accessibility: has more resources for students to access
      • Interesting: to students and to instructors
    • Examples:
      • “ Balance diet – balance budget”
      • “ Understanding statistics through sports”
  • 8. Generative Topics - Examples
      • GT: “Balance diet – balance budget”
        • [Middle school] Students are required to work in team to plan and shop for a week’s worth of nutritious family meals while staying within a budget.
        • shop in online grocery stores
        • check nutrition on Food and Nutrition Information Center
        • learn to understand nutrition labels on health websites
        • learn about Using Unit Pricing
        • calculate the amount they have spent using spreadsheet
      • Good GTs: pulling together knowledge they learned from different disciplines and connect them to non-school context .
  • 9. Generative Topics - Examples
      • GT: “Understanding statistics through sports”
      • Students will engage in analysis and interpretation of statistics by examine how data actually are used in college and professional sports
      • tracking player and league performance, tournament selections, team finances, and draft picks.
      • They’ll learn
      • how statistics are generated,
      • how to correctly apply multiple uses and interpretations of statistics,
      • how to identify misleading and manipulated data
      • how to represent data accurately.
  • 10. Understanding Goals What should learners understand?
    • UGs are nested goals that
      • Focus on common misconceptions, assumptions, or bottlenecks
      • Align with state or nation “standards”
      • Ready to share with students
    • Examples: “Students will understand” (focus on the big ideas)
      • history was written by people; history might contain bias.
      • the principles of mechanics so that they could apply them to explain the workings of everyday objects like nail clippers.
      • a historical account vs. a literary account; and claims based on conviction or prejudice vs. claims based on empirical evidence through the movie JFK.
  • 11. Performances of Understanding How will learners develop & demonstrate learning?
    • PoU are learning activities that
      • Are sequenced into 1) introductory, 2) guided inquiry, and 3) culminating performances
      • Require students to engage actively with content
      • Employ a range of entry points
    • Examples
      • “ Simple Machine”
  • 12. Performances of Understanding - Example
    • P of U for “Simple Machine”:
    • Students will
      • brainstorm to name the machine they find in their daily life and to talk about how those machine works (Introductory performances)
      • keep journals in which they reflect on their investigation using words, drawings, and demonstrations (Guided inquiry performance)
      • exhibit and explain their investigation to the class (Culminating performance)
  • 13. Ongoing Assessment How is learning assessed?
    • Ongoing Assessments
      • Check understanding throughout the course
      • Conducted by instructors, student self, and peer
      • Use both formal and informal ways
      • Criteria are public. For instance,
      • students in history class ought to know about
      • the kinds of historical analyses they are
      • expected to learn; or the kinds of syntheses
      • they will be required to make of data or review while taking a test.
    http:// www.youtube.com/watch?v =pZUl5GXYiio
  • 14. Ongoing Assessment Multiple assessors Multiple check-points Multiple approaches Assessment funnel from TfU course at WIDE World (2006)
  • 15. Reflective Collaborative Community How will students & instructors learn together?
    • Support dialogue & reflection based on shared goals & a common language
    • Respect diverse perspectives
    • Promote respect, reciprocity, and collaboration
    • Example:
      • WIDE World courses: The instructors, coaches, and students explore the knowledge together, and exchange ideas about how to design a curriculum or a unit using TfU framework.
  • 16. More Cases for Study Evaluating Reliability of Web Sources
    • Dynamic Earth
    Math Quilts
  • 17. Tools
    • Knowledge web for GT Dimensions of Understanding for UG
    Unit plan organizer Developing PoU
  • 18. Conclusions
    • Among the many agendas of education, surely understanding must rank far up on the short list of high priorities. (Perkins, 1994)
    • Try define practicing basic skills, remembering facts, or learning to cooperate or keep orderly notes as the intermediate academic goals next time your design a unit.
  • 19. Main References
    • Blythe, T. (1997). The Teaching for Understanding Guide (1st ed.). San Francisco, CA: Jossey-Bass.  
    • Bransford, J. D., Brown, A. L., Cocking, R. R., Committee on Developments in the Science of Learning, & National Research Council. (2000). How People Learn: Brain, Mind, Experience, and School: Expanded Edition (2nd ed.). National Academies Press.
    • Gardner, H. E. (2006). Multiple Intelligences: New Horizons in Theory and Practice (2nd ed.). Basic Books.  
    • Perkins, D. (1998). What is Understanding? In Martha Stone Wiske (Eds.) Teaching for Understanding: Linking Research with Practice , (1st ed., p. 39). San Francisco, CA: Jossey-Bass Publishers.  
    • Perkins, D., & Blythe, T. (1994). Putting understanding up front. (Cover story). Educational Leadership , 51 (5),
    • Wiske, M. S. (1998b). Teaching for Understanding: Linking Research with Practice (1st ed.). San Francisco, CA: Jossey-Bass Publishers.