Reflection chapter 6: Crafting Understanding.
I
will start this reflection with the word “understanding”, and this word is
priority in our lessons. Why it is so difficult to link content standards and
essential understanding. This chapter compares examples of understanding to
nonexamples, but how to make the difference between these concepts. Do we
really know what understanding is? What is a big idea? What is the importance
of understanding in our goals? How to focus is meaningful learning?
One
of the problems we teachers face in planning is that some of us have sometimes
considered the plans or assessments as the end result. How to generate new
understanding in our students? How do we
apply these big ideas? Sometimes our students ask themselves why I am learning this;
they seem not to see a point. The idea of, our students are aware of their own learning
process, go deeper into the meaningful learning is target in our lessons. As the authors said
understanding refers to transferable, big ideas having enduring value beyond a
specific topic, must be developed inductively, and constructed by learners.
As it is
mentioned in Chapter 2, understanding involves
the grasp of big ideas, as reflected in thoughtful and effective transfer. Understanding requires more, it asks our students consider, propose, test, question,
criticize and verify. After this, we ask
ourselves how we should act.
This chapter mentions two kinds of understanding: topical and overarching. Topical one is specific and overarching understanding are broader and offer a possible bridge to other units and courses.
This book helped me to understand my own practice,
also made me to understand my students and their own needs.
From my point of view, there is no special way of
integrating big ideas, but there is something that is clear. It is to consider
the desired results to develop with our classmates, having a clear assessment
plan, clear goals, and assessment evidence.
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