Unit 1: Teaching for Understanding
Objectives
1. The learner will be able to recall the basic concepts of teaching for understanding.
2. The learner will be able to use provided resources to see information on teaching for understanding.
What is Teaching for Understanding?
Teaching for understanding is a framework for teaching created through the collaboration of faculty members at the Harvard Graduate School of Education and experienced teachers and researchers. This 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. The four parts of the framework are outlines below.
1. Generative Topic
The first piece of the framework focuses on the question "what makes a concept worth teaching?". It is suggested that topics and concepts should have the following qualities. Central to a given discipline or subject area Connect readily to what is familiar to students, and to other subject matters Engaging to students and to teachers Accessible to students via multiple resources and ways of thinking
When teachers are restricted in terms of the topics they must teach, as we see often in today's schools with increased emphasis on standardized testing. However, steps can be taken to make a given topic more generative. For example, "teaching Oedipus Rex to high schoolers can be part of a unit on family relationships or intrapersonal conflict. Adding a theme to a given topic can help to add new entry points into a topic, making it more accessible to students who might not otherwise be engaged by it" (Fusaro, 2009).
2. Understanding Goals
Teachers develop unit sized goals that over-arch the learning. These types of goals are known as "throughlines" in the framework.
An example of one of these throughline goals might be; "Students will understand the methods scientists use to conduct research in the field of biology". Then it must be framed in a way that students can receive the goal to organize their thinking. A question can be posed, such as; "How do we find out new things about living creatures?". Then unit goals can be created to be more specific like; "Students will be able to understand and apply (chosen research method)".
3. Performances of Understanding
"Throughout the year students should be engaged in performances of understanding; activities that both develop and demonstrate their current understanding" (Furso, 2009)
These performances are the meat of this framework. The tasks can be simple, many times starting with whole group discussion or a simple self exploration activity. Over time the performances get more difficult and involved. Also, as time goes by the teacher's role decreases in frequency of instructional support as students become more familiar with key concepts. In the end students might participate in a culminating experience or exhibition. An example of this performance might be an essay or a presentation outlining what they had learned and the process used for learning.
4. Ongoing Assessment
Continuous assessment is made easy in the teaching for understanding framework, considering the frequency of student performances. Each performance can be assessed, both informally or formally. Rather than assessing work and a product at the end of learning, assessment should be done throughout instruction. Examples of assessment might be a self reflection activity, journaling, teacher feedback, etc.
The following are the three expectations of assessment for this framework:
1. Assessment criteria is made public to the students.
2. Feedback is provided on a regular basis.
3. Students and teachers have ample opportunity to reflect on students' understanding and barriers that remain.
Tools and Guiding Resources
Video: Teaching for Understanding: How do we plan for learning? http://learner.org/workshops/socialstudies/session2/index.html This video is a great resource for anyone wanting to know more about teaching for understanding and what it will look like in a classroom. Although it is geared toward teaching social studies, the practices can be extrapolated and adapted to various subjects.
Usable Knowledge from Harvard Graduate School of Education. http://www.uknow.gse.harvard.edu/teaching/TC3-1.html The basic information about teaching for understanding can be found here in an easy introduction.
Reflection Questions
1. Are there any similarities to your current teaching and the teaching for understanding framework?
2. How do you think teaching for understanding might help your students learn your class content?