A student who UNDERSTANDS something can…
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A student who UNDERSTANDS something can… Explain it clearly, giving examples Use it Compare and contrast it with other concepts Relate it to other instances in the subject studies, other subjects and personal life experiences Transfer it to unfamiliar settings Discover the concept embedded within a novel problem Combine it appropriately with other understandings Pose new problems that exemplify or embody the concept Create analogies, models, metaphors, symbols, or pictures of the concept Pose and answer “what-if” questions that alter variables in a problematic situation Generate questions and hypotheses that lead to new knowledge and further inquiries Generalize from specifics to form a concept Use the knowledge to appropriately assess his or her performance, or that of someone else. Adopted from Barell, J. (1995) Teaching for thoughtfulness: Classroom Strategies “Uncoverage” of big ideas needed for understandings Point beyond the specific knowledge and skills in a unit to the larger, transferable insights we want students to gain. Provide a skeleton or framework in which students can continue to add specific knowledge , skill, and understanding. Go beyond knowing and doing. Can be K-12 or year long (overarching) or subject and unit topic specific (topical) Knowledge vs. Understanding An understanding is an unobvious and important inference , a big idea needing “uncoverage” in the unit; knowledge is a set of established “facts”. Understandings make sense of facts, skills, and ideas: they tell us what our knowledge means; they ‘connect the dots’ Great artists often break with conventions to better express what they see and feel. Price is a function of supply and demand. Friendships can be deepened or undone by hard times History is the story told by the “winners” F = ma (weight is not mass) Might does not make right Math models simplify physical relations – and even sometimes distort relations – to deepen our understanding of them The storyteller rarely tells the meaning of the story Some questions for identifying truly “big ideas” Does it have many layers and nuances, not obvious to the naïve or inexperienced person? Do you have to dig deep to really understand its meanings and implications even if you have a surface grasp of it? Is it (therefore) prone to misunderstanding as well as disagreement? Does it yield optimal depth and breadth of insight into the subject? Does it reflect the core ideas as judged by experts? Begin with the stem “Students will understand that…” Explain the “why or so what” about the understanding. Are not just truisms are statements of facts by definition (e.g., triangles have three sides) Do not use the phrase , “Students will understand how to…” this would be a skill. Hints for Writing Essential Understandings Essential understandings synthesize ideas to show an important relationship, usually by combining two or more concepts. For example: People’s perspectives influence their behavior. Time, location, and events shape cultural beliefs and practices. Tips: When writing essential understandings, verbs should be active and in the present tense to ensure that the statement is timeless. Don’t use personal nouns- they cause essential understanding to become too specific, and it may become a fact. Make certain that an essential understanding reflects a relationship of two or more concepts. Write essential understandings a complete sentences. Ask the question: What are the bigger ideas that transfer to other situations. Concepts Some concepts span across several subject areas represent significant ideas, phenomena,intellectual process, or persistent problems Are timeless Can be represented though different examples, with all examples having the same attributes And universal For example, the concepts of patterns, interdependence, symmetry, system and power can be examined in a variety of subjects or even serve as concepts for a unit that integrates several subjects. Sample Large Understandings Overarching (large in scope) Understandings highlight the recurring & transferable ‘big’ ideas in a subject English : Constant reflection on audience and purpose is key to effective writing and speakingMath : Much of math involves a modeling cycle: using abstractions to represent things , manipulating the abstractions via logical rules, checking how well results match the original thing (from AAAS Science Literacy Atlas ) Samples Understandings in History Overarching (for year or program) from a Standard SWUT civilizations leave legacies to help us understand our past and create our present and future. Topical (Unit on Greek Civilization) From a Benchmark or grade level expectation SWUT that the Greek contribution to the arts including architecture continue to influence artists and architects throughout western civilization. SWUT that the Greek form of a republican government became a factor in creating democracies throughout the world. Share with your friends:
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