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3 things I learned:
1. Instead of covering all content, students should be "uncovering" or exploring their content/curriculum.
2. To make the most meaningful connection possible, students need to construct their own meaning of a concept.
3. The goal of learning is not to recite facts but rather to enhance understanding and applicability.

2 I found interesting: 1. The goal of education is to create citizens who can reason, think critically, and problem solve independently. 2. The practice of teaching is to build confidence in student's ability to explore and make meaningful connection of concepts.

1 Question: What do we think the world will look like once our students enter their careers?

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1. "Contemporary education must shift from an emphasis on knowledge acquisition for its own sake to preparing learners to understand ideas and processes that they can use and apply flexibly and autonomously." This is a great time to utilize manipulatives and hands-on experiences to move the knowledge acquisition to the students to understand the concepts.
2. "Knowledge learned at the level of rote memory rarely transfers. Transfer most likely occurs when the learner knows and understands underlying principles that can

be applied to problems in new contexts." Many of us were creatures of the drill and kill method of education but know with the prevalence of technology reduces the need to memorize material, although it is still expected in many situations.
3. "A variety of instructional activities encourage meaning-making. These include Socratic questioning and related

inquiry approaches: classification and categorisation of information and data, developing and testing hypotheses,

conducting research, drawing conclusions, explaining results and using project and problem-based learning strategies." Giving students this opportunity will expand their learning.

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1. Importance of Teaching for Understanding: The text highlighted the significance of teaching for understanding in modern education. This approach goes beyond memorization and emphasizes deeper comprehension, critical thinking, problem-solving, and the application of knowledge in various contexts.

2. Six Facets of Understanding: The framework presented by Wiggins and McTighe outlines six facets of understanding, each revealing a different dimension of a student's grasp of a concept. These facets, including explaining, interpreting, applying, demonstrating perspective, displaying empathy, and reflecting, provide a comprehensive view of what it means to truly understand a subject.

3. Shift in Educator Role: Teaching for understanding involves a shift in the role of educators. They transform from information providers to facilitators of meaning-making and transfer. This shift aligns with the goal of enabling students to independently apply their learning to real-world situations.

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1. Technology's Influence on Learning: The text acknowledges the transformative impact of technology on education. It highlights how easy access to vast amounts of information has reshaped the educational landscape, necessitating a shift from knowledge acquisition to deeper understanding and application.

2. Balance Between Facts and Understanding: The discussion about the relationship between factual learning, basic skills, and understanding was intriguing. The text suggests that while understanding is paramount, foundational knowledge and skills remain crucial, indicating a need for a balanced approach to teaching and learning

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How can educators effectively balance the teaching of foundational knowledge and basic skills with the emphasis on teaching for understanding in today's fast-paced educational landscape, especially when faced with time constraints and a crowded curriculum?

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1. "A rapidly changing world with easy access to information, new social media, shifting employment needs and an explosion of knowledge requires a different way of thinking about educational practice."
2. "Understanding core ideas and the ability to transfer them to new situations should be the twin goals of education today."

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1. "understanding is revealed through

six facets that offer different types of evidence of understanding"
1. Explanation 2. Interpret 3. Apply 4. Perspective 5. Empathy 6. Self Knowledge

2. There are ten observable classroom indicators for teaching and assessing for understanding

3. Student's conceptual understanding deepens over time - they move from simple surface level-understanding to deeper understanding as they refine and revisit concepts

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1. There are multiple things students can do with a concept when they understand such as: explain, interpret, apply...
2. Meaning making of concepts happen when students have several opportunities to question, classify information, make hypotheses, explain results...
3. Basic skills can be thought from a bigger perspective, so everything is connected and make sense for kids.

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The definition of understanding and the observable classroom indicators.

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1. Rote memorization rarely transfers.
2. the 6 facets of understanding are explain, interpret, apply, perspective, empathy, and self knowledge.
3. Authentic performance tasks reflect real world understanding.

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How do we get large education systems to embrace this ever changing need to educate our students differently? We have constraints from the state on standards and the district from available curriculum and testing that is expected.

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1. Superficial presentation of information may be poor for students because students are not gaining the knowledge when too much is presented to them.
2. Teaching for understanding is calling for a fundamental shift, and there isn't enough time in the day to get done what needs to be taught.
3. Understanding core ideas and the ability to transfer them needs to be the goal of education.

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"Teaching for understanding" is more than teaching content or facts. Teaching students to use resources to do research and problem solving prepares them to function in the real modern world. When students truly have acquired understanding they can identify it in the real world, explain it in their own words, support their reasoning with real examples and able to teach it to others.

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1. Kids need to learn to find, sort, evaluate, and apply new info to new situations.
2. Teaching for understanding emphasizes the "uncoverage" of big ideas.

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Maggie Kissane 3-2-1 Reflection-Teaching for Understanding

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Maggie Kissane 3-2-1 Reflection-Teaching for Understanding

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3 things learned:
-effective learning proceeds

have shifted from the benefits of diligent drill  and practice to a focus on understanding  and applying knowledge.
-We need to move away from assessing students on facts and memorization but how they can apply the teachings from the unit in the classroom.
-Now more then ever students need to learn the skills to be proactive problem solvers at a young age.

2 things I found interesting:
-Todays' students will be lifelong learners that need to continue to be inquisitive as technology continues to grow and the world changes. They need to dig deep and investigate the worlds messy problems.
-Contemporary education must shift from

an emphasis on knowledge acquisition

for its own sake to preparing learners to

understand ideas and processes that they can

use and apply flexibly and autonomously.

My one question:
-From the article, it was clear that teachers feel overwhelmed to fit so much curriculum and information into one school day and often feel as though there isn't enough time to teach everything effectively. What kind of changes can be made to make sure teachers are not overwhelmed with making sure we teach everything but instead have more meaningful lessons?

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1. Will the standards ever go away?

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1. Knowledge explosion, too much is being presented to students and they are not given enough time to explore them.
2. Students need to be able to take the information from previous lessons and apply it to what they are being presented currently.

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What is the best way to involve parents in the process of conceptual understanding?

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If the goal is for conceptual understanding, how do we ensure that we are assessing their conceptual understanding and not just their factual knowledge.

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How does this impact the expectations for American education, where do we go from here?

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Stephanie Gil/ Jessika Maldonado/ Alicia Ramirez

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Stephanie Gil/ Jessika Maldonado/ Alicia Ramirez

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How do teacher effectively incorporate all necessary, as well as required material, into a "jam-packed" content covered, state standards, test dominated day schedule?

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1. Education must go beyond acquisition of knowledge.  Teachers should facilitate understanding of ideas and processes so that students can find, sort, evaulate and apply information to new situations.
2. Thinking needs to be flexible and not focused on memorization.
3. Student learning can focus around developing critical thinking by asking questions and interpreting what they see to try and make connections and construct their own meaning. This leads to more opportunites for engagement and problem-solvers.

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1. Teaching for understanding does not mean you can't help students develop proficiency in fundamental skills. Teachers should help students use those skills to construct meaning by focusing learning around big ideas and questions.

2. Understanding ideas and being able to transfer them to different situations are twin goals in education. Not products of each other.

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Alicia Ramirez, Stephanie Gil, Jessika Maldonado

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Alicia Ramirez, Stephanie Gil, Jessika Maldonado

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1. Teachers should often see themselves as coaches ready to observe and assess student efforts, while providing valuable feedback to help them improve performance.

2. Our rapidly changing world requires for a change in education and experiences we are offering our students as well.

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1. There are 6 facets of understanding that students should have opportunities to display to show their understanding (explain in own words, interpret/make sense of data, apply in a new context, taking on different perspectives, show empathy and be aware of one's own self-knowledge. 2.) There's a shift from knowledge based learning to understanding ideas and processes. 3.) There are much better ways to use performance tasks to assess for understanding, such as letting students create something in an authentic context.

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1. In order to prepare students for the current world teaching needs to shift from a coverage approach to an uncoverage approach to allow for a better transfer of ideas to new learning situations.
2. Rote memorization of facts and information rarely transfers to new situations.
3. I also learned that the 6 facets of understanding are explain, interpret, apply, perspective, empathy, and self knowledge.

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-There needs to be a shift from content "coverage" to an emphasis of the "uncoverage" of important, transferrable ideas and processes.
-Kids need to learn how to apply knowlegde/transfer their learning to other areas or contexts.
-We need to teach in a way that develops true understanding. (Where kids are able to explain, interpret data, apply knowledge, etc.).

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1. ) When children had more opportunities to work together, the greater the understanding was. 2.) We have to keep teaching to the changing world, fact based learning is becoming obsolete as conceptual learning has greater outcomes.

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I really enjoyed reading about the 'performance tasks", (authentic tasks) where kids can apply learning and practice the transfer of skills.

I also found the suggestion of using "opening hooks" interesting and wish the article would have given examples.

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1. I found the definition for understanding to be interesting and how if that is the goal of  teaching then teachers need more clarity.
2. How important it is for teachers today to give students the tools to be able to transfer skills and knowledge to new situations. This is more important than facts. Having the ability to transfer skills to new situations will help them adapt and succeed in the world of today and tomorrow.

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1. Coming to an understanding requires an active construction of meaning.

2. Transfer is about intelligently and effectively drawing from their repertoire, independently, to handle new contexts on their own.

3. Learners are more likely to appreciate and remember specific facts and skills when these are connected to conceptually larger ideas used in authentic and meaningful ways.

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Where is the place for facts in this new world?

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How do we balance assessing for a concept and assessing/reflecting/giving feedback on standard -based grading systems?

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3 Things I learned:

Learning with understanding is more likely to transfer than memorizing information.

To truly develop a deep understanding of a concept, learners must be able to explain, interpret, apply, demonstrate individual perspective, show empathy, and have self-knowledge.

Students should have regular opportunities to explain a principles in their own words, interpret data, apply skills to new situations, form opinions while considering perspectives of others, self-assess, & reflect on their own learning. All these opportunities can be considered when assessing student understanding.

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2 Things I found interesting:

Information is too easily accessible with all new forms of technology. Education should focus on the deeper understandings of the ever changing world by allowing children to find, sort, evaluate, & apply new information.

Observation of learners helps teachers better understand how each learner makes meaning.

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Question I still have:

How can we find a balance between foundational skills while still allowing for student inquiry? How do we know what assessments can shift to show conceptual understanding vs. just the facts?

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Wondering if there are there IB sites that focus on preschool or early childhood. Is there a developmentally appropriate list of realted concepts or instruction on how to introduce some of the abstract concepts to young children?

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1. I found it interesting how much it really makes sense that we need to shift our goal of education as understanding core ideas and the ability to transfer them to new situations.

2. I thought it was interesting to view the teacher role as more of a coach during most of the interactions between students.

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How can we get other non-IB schools/districts to shift their way of teaching to the teaching for understanding model?

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What I found interesting that the teaching of basic skills, especially important in the garde level I teach was not addressed in great extant or importance.

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Question I still have is how to address the interruptive behavior problem children with out excluding them from the instructional time. I guess management skills and ideas for real life implementation is somethiing I would have like to have read more about.