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In terms of the students, this step is often the most obvious place to begin.  The map in itself is a cycle but some may not go through all the steps with the same rigour. Some of the steps require much greater guidance to stimulate the thinking process and all of them need to be introduced.  Even the describe process must have a point to the students.

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In terms of the students, this step is often the most obvious place to begin.  The map in itself is a cycle but some may not go through all the steps with the same rigour. Some of the steps require much greater guidance to stimulate the thinking process and all of them need to be introduced.  Even the describe process must have a point to the students.

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  It is a stage that promotes the use of question and asks students to look at different ways of coming to an understanding.  Looking at the understanding map, I am able to see how student's wonderings will be addressed later in the process.   Are the students doing more than questioning?  Are they raising issues that are new to them? Where have they gleaned the information they are 'wondering' about in the first place? How are we teaching students to value the wonderings of each other?

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  It is a stage that promotes the use of question and asks students to look at different ways of coming to an understanding.  Looking at the understanding map, I am able to see how student's wonderings will be addressed later in the process.   Are the students doing more than questioning?  Are they raising issues that are new to them? Where have they gleaned the information they are 'wondering' about in the first place? How are we teaching students to value the wonderings of each other?

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Teaches the art of summary and getting to the point of the matter

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Teaches the art of summary and getting to the point of the matter

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This step asks us to take all of the evidence and learning that we have gathered.  It does not only relate to what we knew at the beginning of the process but is a structured way of asking students to come to an understanding based on what they have learned from reading, listening to others and weighing up evidence.  This step is often seen by some students but not all students can come to this immediately.  

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This step asks us to take all of the evidence and learning that we have gathered.  It does not only relate to what we knew at the beginning of the process but is a structured way of asking students to come to an understanding based on what they have learned from reading, listening to others and weighing up evidence.  This step is often seen by some students but not all students can come to this immediately.  

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I see a circle with 8 points, each labelled as a stage in understanding something. I notice lines from each of the 8 points extending inward and outward to small dots.

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The Understanding Map does remind me of the 6 facets of understanding:
http://scholar.buffalostate.edu/shively/2021/08/24/chapter-four-the-six-facets-of-understanding/
For me it's a fundamental question in learning and teaching.  Teachers often ask the students, do you understand this or that concept / content?
cf. Bloom's Taxonomy
It also provides pointers for assessment - how do teachers assess their students' understanding?
Adys

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Overview
Consider this excerpt from Chapter Four: The Six Facets of Understanding (Wiggins & McTighe, 2005).

The word understanding has various meanings, and our usage suggests that understanding is not one achievement but several, and it is revealed through different kinds of evidence

You only understand it, we say, if you can teach it, use it, prove it, connect it, explain it, defend it, read between the lines, and so on.
Directions

1. Read Chapter Four: The Six Facets of Understanding. You can get that chapter by following this [LINK] or read my Cornell note-taking system notes [LINK]

2. To help you understand these six facets, please complete an exercise by answering my questions on this [Google Form].

3. The words below, in blue, are some of my notes from this chapter.

1. To really understand a novel, a scientific theory, or a period in history you have to have sufficient respect and empathy for the possibility that the author understands something you don't and might profit from understanding.

2. In short, sometimes understanding requires (a.) detachment; at other times it requires (b.) heartfelt solidarity with other people or ideas. Sometimes we think of understanding as (c.) highly theoretical, at other times as something revealed (d.) ineffective in real-world application. Sometimes we think of it as (e.) dispassionate critical analysis, at other times as (f.) empathetic response. Sometimes we think of it as (g.) dependent upon direct experience, at other times as something (h.) gained through detached reflection.

3. Understanding is multidimensional and complicated.

4. These facets are manifestations of transfer ability

5. From an assessment perspective, the six facets offer various indicators of-windows on-understanding. Thus, they can guide the selection and design of assessments to elicit understanding

6. Facet 2 Interpretation

1. Understanding of this kind occurs when someone sheds interesting and significant light on current or past experience

2. Stories help us make sense of our lives and the lives around us, whether in history, literature, or art.

3. The student possessing this understanding can show an event's significance, reveal the data's importance, or provide an interpretation that strikes a deep chord of recognition and resonance.A story is not a diversion; the best stories make our lives more understandable and focused.

4. In classrooms, this facet-interpretation-most often manifests itself in discussions of the significance of books, works of art, or past and present experiences.

5. When interpreting, students move between the text and their own experience to find legitimate but varying interpretations, as noted.

6. All interpretations are bound by the personal, social, cultural, and historical contexts in which they arise.

7. Explanation and interpretation are thus related but different. Theory is general; interpretations are contextual and specific.\

8. Sulloway (1996) underscores the point that the revolutionary aspect of Darwin's work was not in the facts or even in a theory of evolution (because other such theories had been proposed) but in his conception of evolution as occurring through unpredictable (i.e., "purposeless") adaptation-an idea that threatens the worldview and religious sensibilities of many people, to this day.

9. Didactic teaching of the interpretation will mislead students about the truly arguable nature of all interpretation.

10. Students must have activities and assessments that ask them to interpret inherently ambiguous matters-far different than typical "right answer"testing. "

11. Schooling cannot be the learning of what someone else says is the significance of something, except as a way to model meaning-making or as a prelude to testing the interpretation so as to better understand the possibilities.

12. students must have firsthand knowledge of the history of knowledge creation and refinement if they later are to find meaning in knowledge.

7. Facet 5 Empathy

1. Questions

1. How does it seem to you?

2. What do they see that I don't?

3. What do I need to experience if I am to understand?

4. What was the writer, artist, or performer feeling,thinking, seeing, and trying to make me feel and see?

2. Empathy, the ability to walk in another's shoes, to escape one's own responses and reactions so as to grasp another's.

3. With empathy, we see from inside the person's worldview; we walk in their shoes; we fully embrace the insights that come with engagement. Empathy is warm; perspective is cool, analytic detachment.

4. Empathy is the deliberate act of trying to find what is plausible, sensible, or meaningful in the ideas and actions of others, even if those ideas and actions are puzzling or off-putting.

5. Empathy is a form of insight because it involves the ability to get beyond odd, alien, seemingly weird opinions or people to find what is meaningful in them.

6. Learning needs to be more geared toward making students directly confront the effects-and the effect-of decisions, ideas, theories, and problems.Empathy requires respect for people different from ourselves. Our respect for them causes us to be open-minded, to carefully consider their views when those views are different from ours.

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Chapter Four: The Six Facets of Understanding – Dr. Chris T. Shively

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Overview
Consider this excerpt from Chapter Four: The Six Facets of Understanding (Wiggins & McTighe, 2005).

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Why is this model being presented to me? How will it fit with my own theory of the stages in understanding something? How closely will it align with what I already know? What new ideas may it be presenting?

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Understanding something may be more linear or hierarchical than cyclical.

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Perhaps understanding comes from experience. In my academic studies I learned certain theories but I only really understood them when I had experience e.g. when first overseas travelling overseas I went to an Eastern Bloc country where people approached me to exchange $US for 10 times the government rate. I came to understand an economics theory I had known but not fully appreciated.

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I see steps the brain takes to help as it works to build understanding.

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As the 8 aspects / questions are presented as a cycle or in a circle.  This tells us how to make use of these tools in promoting understanding.
Adys

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The brain is a lot more complex than we know

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The brain is a lot more complex than we know

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I just couldn't help pairing some of them up or doing some sort of "leveling", e.g. making connections, uncovering complexity and building explanations seem to me are more generic in nature.
Adys

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Points 6, 7 and 8, if we go clockwise are very similar to the thinking required in critical literacy. What lies underneath, at the core, and is really going on? These are fundamental questions for really understanding something, from classroom practices to politics, from economics to health, etc.

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Is it simply a model with more thinking routines than other models?

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Is it simply a model with more thinking routines than other models?

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Interesting.  I guess we somehow need to evaluate different viewpoints while considering them in a fair manner.  It requires us to reason with evidence and make connections.
Adys

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What lies beneath the surface of the Understanding Map? Possibly someone's PhD thesis that has required years of study, testing and thinking. A theory based on research.

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An attempt to make sense of the process of understanding in order to help the human race better understand how to learn and think and, therefore, progress.

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'Why do you think so?' seems to be a question asking for explanation but presenting reasons with evidence is of a higher level of understanding, I think.
Adys

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A theory about how to understand the world, not to rush into judgement but to explore all the possible influences on the topic and the person doing the thinking. And use a lot of thinking routines to do it.

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Superficial/ partial understanding vs. holistic / comprehensive understanding 

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Superficial/ partial understanding vs. holistic / comprehensive understanding 

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That makes me think of different layers of 'meaning' in our reality.
Adys

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A crucial step to good decision making

Adys

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This should come right after the 'noticing' stage and be combined with 'Reason with Evidence'.
Adys

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Understanding and opinions that follow from it should be formed using reason, evidence and experience

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Understanding and opinions that follow from it should be formed using reason, evidence and experience

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Exploring, organising and digging deeper.

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Exploring, organising and digging deeper.

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I see a circle. No starting point or end point. No direction is obvious, therefore no sequence. Each point has 2 branches. The points are colour-coded. Each point is labelling a thinking strategy.

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How do I use this model in the classroom?

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The other angle is that the Thinking Routines could be arranged according to the cognitive complexity of each one.

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Some TRs are more difficult than others. They can be aligned with Bloom's Taxonomy. See Think Wonder would be at the bottom (Remembering) and one for creating at the top.

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Blooms Taxonomy
Piaget's Theory of Cognitive Development
Zone of Proximal Development Vygotsky

The above theories have very clear staging whereas there is no clear starting point in theThe Understanding Map. These theories are about levels of cognitive thinking not exactly how to think as in TRs.

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How all the TRs are connected in the circle i.e. in the different stages in the process of understanding.

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TR and their importance in the process of understanding.

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A way to categorise Thinking Routines and how they can be taught to help Ss understand things in a habitual manner.

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We understand something more deeply when we look at it from another perspective

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We understand something more deeply when we look at it from another perspective

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Forces us to question why we have a certain opinion and shows a lack of strength in argument when it cannot be supported.

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Forces us to question why we have a certain opinion and shows a lack of strength in argument when it cannot be supported.

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Our willingness to learn and the engagement and curiosity involved deepens our understanding

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Our willingness to learn and the engagement and curiosity involved deepens our understanding

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Learning is not always a linear process.  

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Learning is not always a linear process.  

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Would this map shed some light on a common problem observed: why is that mere listening to the teacher in class doesn't always lead to understanding?

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Similar verbs/nouns used (e.g. describe, explain/explanation) in this map and the Structure of Observed Learning Outcomes (SOLO) Taxonomy to indicate aspects and levels of understanding

On assessment for learning: this map gives us an accessible language to use in naming the intended thinking move(s) and gauging how much students understand as we make connections between the learning goals and what we are doing in class

On enhancing our reading pedagogy: the ideas represented in this map also seem to intersect with those of the "Engagement with Text" and "Knowledge Building & Activating" ribbons in the Layered Model of Effective Comprehension Instruction. All these remind me of what is central to developing students' reading comprehension and why we foster critical literacy in students

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8 thinking moves organised in a circular fashion which speaks of compatibility and integrity to me at first sight

It also resembles a camera's diaphragm shutter, which opens and closes to make the exposure for capturing a desired image (i.e. a snapshot of how learners make meaning)

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If I were an aspiring teacher, it would be difficult for me to spend time for exploring topics in depth as well as time to plan lessons and assessment tasks with this much of thinking in mind (and worse if without the support from peers and supervisors)

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Effective pedagogies that enable deeper learning focus on developing higher order thinking, improving metacognition and making good use of (self-)questioning and high engagement activities

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It seems teachers can use this map to identify the thinking needed to explore and teach the target content more effectively. This way, students may also have long term retention of what is learnt through reasoning, summarising, making connections, etc.

But I guess teachers need not use all of these thinking moves in one single episode of learning, but perhaps over the course of a unit of instruction. What's key is to encourage active/deeper learning through making thinking visible

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Building my understanding of this map helps me reflect on my own learning, our work, and how we can support teachers to emphasise (and assess) deep level thinking and deep learning

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This visual depiction of how learners understand concepts and make meaning is very useful. The trouble with thinking is that we can't see it. As much as we like to avoid superficial understanding/learning, it's often challenging to identify, communicate and scaffold the thinking needed for learning something new

1. Identify the thinking move(s) needed to lead to/illustrate an understanding of a new topic

2. Communicate (to students/other teachers) why we are approaching it in a certain way using an accessible language

3. Scaffold how to build that understanding through certain learning tasks/activities

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A mind map of thinking routines for different types of thinking with the word 'understanding' and a lightbulb icon in the center. Each thinking routine around the center serves a different purpose and is represented by a different color and icon. The routines cover a range of the lower-order and higher-order thinking skills in Bloom's revised taxonomy.
SC

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How can teachers use the routines in this model to develop Ss' reading, writing, listening and speaking skills? How can these routines be implemented to engage Ss in learning? Can these routines help teachers create student-centered lessons if they're not accustomed to using group work?
SC

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This map seems to take from/build on/intersect with other models and strategies, which are also useful, e.g. Bloom's (revised) taxonomy, reading comprehension strategies and the study of different text types, the writing process and the study of different types of writing, the Four Resources Model, the Oracy Framework, discourse analysis, forensics/debating, etc.
SC

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I think this Understanding Map is descriptive of how good teachers engage students in learning. It could be useful for professional development. Why do I think so? I know from experience that the thinking routines described in this map are what good teacher do. I also know that it was developed by researchers at Project Zero at the Harvard Business School and that it is being implemented at forward-thinking school districts like QVSD, so it comes from a reputable and trusted source.
SC

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Blooms Revised Taxonomy
The Reading Process/Reading comprehension strategies
The Writing Process/Writing strategies
Four Resources Model
The Oracy Framework
SC

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Teaching and learning are complex processes. This Understanding Map makes the complex simple by identifying the key questions that teachers can use to engage students routinely in deeper thinking and learning.
SC

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Understanding
SC

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It's a map for deeper thinking and understanding about the nature of understanding.
SC

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I see a universe. A system of planets orbiting the 'Understanding Sun', the paths of shooting stars forming a web of connections between the planets.

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There's no hierarchy. Different to Blooms taxonomy. Connection with simultaneously addressing word reading and comprehension in the reading article we've just looked at.

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Again, SC making me laugh. Also can provide a framework/a way to categorise thinking routines so that teachers can employ as wide a range as possible to engage their students.

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Rich: How does it differ from Bloom's Taxonomy?

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Rich: How does it differ from Bloom's Taxonomy?