This article summarizes a teacher's experience implementing the Teaching for Understanding (TFU) framework in his 8th grade science classroom in Massachusetts over the course of a year. The teacher outlines his understanding of TFU and analyzes his teaching using this framework. The accompanying website provides detailed examples of how the teacher set up his daily lessons and organized his class around TFU principles. It also presents analysis of how students performed on state tests using this non-traditional teaching style focused on peer evaluation, self-evaluation, journaling and essay assessments rather than lectures and note-taking.

1. Lauren Nourse
EDU 710
February 4, 2010
Research Article #2
Analysis of web site:
http://learnweb.harvard.edu/alps/tfu/info3e.cfm
This article presents a teacher’s year-long adventure into using correctly and effectively
the concept of Teaching for Understanding. The teacher outlined his understanding of
TFU within the framework of the TFU curriculum and presented an analysis of his
teaching using this framework.
Research took place in Massachussetts in an 8th grade science classroom.
The web site presents in great detail the daily and yearly set up of the teacher’s class. The
site then presents links to the Teacher for Understanding philosophy. It provides step by
step information on how to start setting up your own classroom using this model. The
details of the Massachussetts teacher’s class provide a side by side example of how to
effectively institute the philosophy.
In addition, analysis is given on student performance on state tests. This is important
component to this site as the style of teaching being modeled does not revolve around
lecture or note taking or testing in the traditional sense. Instead, student learning is
centered around peer evaluations, self evaluations, journal assessments and a formal
essay assessment.