Understanding By Design Activity

Understanding by Design Activity AC Meeting October 8, 2009 Thinking about “Understanding” Someone who understands… R. Ehrenberg J. Steele J. Dedrick R. Murphy

Learns from history and understands the implications • Allows you to think outside of yourself, while taking a different perspective Needs to question more Is self reflective Is able to communicate their understanding to others Understands the concept not just the question/statement

J. Martin J. Horsman A.Trapini

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D. Keough A. Manzella J. Rose

Can build new connections and make transfer Can create new solutions to situations they encounter Can understand concepts through other people’s eyes • Uses the layering of modalities, builds and deepens one’s understanding. Each layer strengthens the degree to which it is understood and then transfers to other situations.

M. Steffen C. Lobdell K. Greiner

Can demonstrate their learning • Can transfer/apply their knowledge to a new situation multiple times over time • Make connections between small or seemingly unrelated/discreet info to larger ideas to show relationship

C. Dresher K. Bogert N. Verdile K. Flynn G. Kats

Has good knowledge of facts Evaluates and reevaluates their points of view/idea Accepting and understanding the complexity of an issue Can demonstrate their understanding through application/performance Can apply familiar concepts to a foreign problem

R. Moore E. Dopp D. Arnone D. Savery

Can apply “it” appropriately Can evaluate “it” Can explain “it” Can recognize “it” Can extend “it” Can transfer “it” to other situations “It”: a skill, a concept, an event, a behavior

C. Fox

Take knowledge and apply to next application

Can make connections between various small ideas to arrive at a larger/great idea – Big Picture • Levels off understanding – rote knowledge to evaluation, synthesis, analysis, etc. Person is able to perform sometimes Empathy – feeling for others

E. McNamara V. McQuade

Can move beyond the recall and manipulate it Apply in new and novel situations Making it connect to prior knowledge Physically demonstrate their understanding across different modalities Take information and put it in a bigger content

What is Exemplary Design for Learning? Well-designed learning… R. Ehrenberg J. Steele J. Dedrick R. Murphy J. Martin J. Horsman A.Trapini

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The experience is designed to be inclusive and have application beyond the learning experience. The learner should draw relevant connections. • Should allow students to explore their learning, while building upon what they already know. Student directed learning Discovery based Hands-on Peer review/competition Multiple perspectives

D. Keough A. Manzella J. Rose

Is multifaceted and addresses all models. Direct student involvement, self evaluation, observation of others Through an activity, uncovers the essence of the lessons It hooks the students Multifaceted, enthusiastic, passion, interpersonal report • Construct it so (the lesson) that it inspires the student to think further/deeper and to question Relevant • Be empathetic, to assess what is happening in class and to modify their practice.

M. Steffen C. Lobdell K. Greiner

Problem/challenge oriented Purposeful/relevant/context Hands-on Performance related Respect for learner (styles)

C. Dresher K. Bogert N. Verdile K. Flynn G. Kats R. Moore E. Dopp D. Arnone D. Savery

Has a problem that needs to be solved Allows for risk taking Starts with confusion Has a specific outcome (end) (demonstration of understanding) Scaffolded • Opportunities to practice (guided and independent)/assessment with feedback Fluid/connected components

C. Fox E. McNamara V. McQuade

Hands on Purpose/relevance/authentic All ability levels can jump in on authentic tasks and assessments Children pose questions and gather answers Counter intuitive links on data, that force student to test their hypotheses Respect for the learner