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Checking for understanding permeates a big part of our work and the teaching world. The maps connects to my knowledge and experience about why checking for understanding, how is checking for understanding related to other teaching initiatives, formative assessment techniques for the English classroom, etc.

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The thought to be put into devising activities to let teachers experience why the map is useful

For me: making sure my application of it can focus on the development of understanding instead of the mere completion of a certain cycle

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The thinking moves provide accessible language for making thinking visible, so that teachers and learners know (and be able to convey) what kind of thinking they (the learners) engage with during a lesson/an activity

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I think the map has the potential to empower teachers to help students tackle complex texts and writing tasks. More importantly, I also believe that it can play a part in helping learners become better thinkers and engage them in deep learning

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The Map resembles a comprehensive overview of several strategies my students have already been taught or come across, such mental actions when reading (predicting, connecting), thick/thin ideas, HOT and LOT skills.

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As an educator, the 8 steps are quite illustrative and specific concepts. When introducing them to young learners (primary level), there might be too many for them to grasp all at once. Throughout each grade level, tasks could be assigned that target each of the 8, without students necessarily learning the terms. For explicit learning, maybe a simplified version could be introduced to KS1 whilst additional steps could be scaffolded access the senior grades.

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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.

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The visualisation of the map, the specification of each step and the comprehensiveness of the different facts of thinking and understanding makes the Map approachable and applicable to a wide variety of learners.

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The Map can be a potentially powerful tool for self-regulated learning, empowering learners to actively comprehend, engage, articulate and utilise the 8 steps in their lifelong learning journey.

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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.  Even though this doesn't show any hierarchical relationship, some questions are of a more advanced level and to be considered after 'Describe What's There' and 'Wondering', for example.

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The bigger question seems to be the relationship between understanding and application.  Since understanding / developing understanding is a highly cognitive process and when applying it in art and in science, does the person go through a similar process?

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The understanding map, for me, is another way to see the complexity of 'reality'.  There are different (hidden) layers of reality for us to explore - and to make sense of it.

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The Cultures of Thinking (CoT) 'Understanding Map' looks straightforward, however, it really depends if I am working with teachers in a teacher develpment workshop, then 'definately', I find it easy to employ these question promopts. However, working in classroom with a big group of students, I think I need to be very structured as to how I introduce these big questions. I cannot just throw out these inquiry prompts without more guidance in the discussion. What do you think?

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I think from what I have observed in many local classes, the challenge would always be among teachers, how confident they are to ask questions, instead of giving answers. What do you think?

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The Cultures of Thinking (CoT) 'Understanding Map' reminds me of the revised Bloom's Taxonomy (2001) Krathwol & Anderson edition, highlighing 'understanding' is an essential in promoting active learning among learners. Specifically, 'understanding' involves learners being able to explain ideas or concepts. Those action verbs associated with 'understanding' includes - classify, describe, explain, identify,  locate, recognize, report, select, translate, etc. I think the CoT 'Understanding Map' aigns with Bloom's revised taxonomy of understanding, demanding learners to engage in a range of activities leading to active learning.