UNIT TWO - ATTITUDES
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ETAP623 : UNIT TWO - ATTITUDES This page last changed on Jan 23, 2008 by wikiadm1.
Why is Teaching for Understanding Important? In education, transfer is defined as "the ability to extend what has been learned in one context to new contexts". (NRC, 2000, p. 51) What implication, then, does transfer carry for the concept of understanding? While it may not be apparent to an outsider, one of the main goals of education is not to instill knowledge, but to develop understanding of a subject so that a student has the ability to transfer what they've learned to many contexts. As stated by the NRC (2000) "[ETAP6235694:transfer] is affected by the degree to which people learn with understanding rather than merely memorize sets of facts or follow a fixed set of procedures". (p. 55) Thus, the more understanding, the better the transfer. So, when considering the implications of teaching for understanding versus teaching only for the gain of factual knowledge, the argument for understanding becomes quite apparent. Of course, most teachers would be uncomfortable with the knowledge that their students will be graduating from their institution armed only with the ability to recall specific facts or perform specific skills; on the other hand, most teachers would be quite happy with the assurance that their students will be graduating from their institution with the ability to apply the things they've learned to new situations on their own. These two situations represent a lack of understanding and ability to transfer knowledge (the former), and the presence of understanding with an ability to transfer knowledge (the latter). Review. Transfer - The ability to extend what has been learned in one context to new contexts Reflection. 1. Please free write for 30 minutes about why you think teaching for understanding is necessary. Make sure to include, in your own words, what transfer is and what it means in the process of learning. How has this idea grown or changed (or both) from your original thoughts? 2. Please reflect and free write for 30 minutes about whether or not your students have exemplified transfer, and thus, understanding. If possible, provide examples of what you've seen. 3. Examine the cartoon on the Mini-Course Home Page for Teaching for Understanding found here: Teaching for Understanding 07. Has the boy in the cartoon developed an understanding of the Pythagorean Theorem? Please support your argument in a short paragraph. Preparation for Coming Units.
Before moving onto Unit Three, please reflect on what teaching methods you think would be best in order to ensure that your students are understanding the material you are presenting to them. You should reflect on this for at least 20 minutes, but because of the import of this portion of the course, given enough time, you should try to reflect for as long as possible on this portion of the course. This may include discussions with colleagues and mentors. Jot down your thoughts - you'll use these later. Please follow the link to the next unit in the mini-course: Teaching for Understanding 07 Attachments:  [download/attachments/4915390/TAP 623 - Transfer Cartoon 2.JPG TAP 623 - Transfer Cartoon 2.JPG] (image/jpeg) |
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