Understanding Understandings - 16 views

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  #1 ann stephens on 03 Feb 11

   

  Reference: Jennifer's response to Joy's Essential Questions (Note: Am chosing to post response here as I find this to be a good focal for our discussions.)
  
  Anyway, this discussion reminded me of a business effort, which was to establish the vision, mission statement, and goals and objectives for the organizations and departments within the organization. I found the process to be useful in developing a focus from the collective consciousness, but not as much as the end results of what we finally agreed on. In other words, if someone new joined us or we had some choices to make, we would refer to what we had agreed upon, but it was the process of discussing that was helpful.

   

  <div class="cArrow"> </div><div class="cContentInner">Reference: Jennifer's response to Joy's Essential Questions (Note: Am chosing to post response here as I find this to be a good focal for our discussions.) <br /> <br /> Anyway, this discussion reminded me of a business effort, which was to establish the vision, mission statement, and goals and objectives for the organizations and departments within the organization. I found the process to be useful in developing a focus from the collective consciousness, but not as much as the end results of what we finally agreed on. In other words, if someone new joined us or we had some choices to make, we would refer to what we had agreed upon, but it was the process of discussing that was helpful.</div>

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  #2 Joy LaJeret on 03 Feb 11

   

  I am still somewhat confused. I understand the goals and objectives process; however, I am missing the piece on understanding understandings, because I know nothing about assessment.

   

  <div class="cArrow"> </div><div class="cContentInner">I am still somewhat confused. I understand the goals and objectives process; however, I am missing the piece on understanding understandings, because I know nothing about assessment.</div>

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  #3 Mary Ann Simpson on 03 Feb 11

   

  Joy, consider the process of Metacognition--thinking about your thinking. You may want to do a little reading about it. In my teaching, I have often used metacognitive strategies to find out just how well the students "understood" what I was hoping they would "understand". Using journals and guiding questions that force a student into reflecting on what was learned is always a good one. Another favorite of mine is the Self-Reflective essay in which students would write a 1-2 page discourse on the learning process they had just gone through--what did they do, what did they learn, what was the thinking process they engaged in to get to the completion of the learning project, who might have engaged intellectually with them and what was that process all about, etc. I hope this little bit will help in your quest. Assessment is always tricky because how can a person (instructor) TRULY KNOW what was or was not learned by a student? That's why multiple assessment strategies are used. Among them are peer evaluations (these can be verbal or written), conferences/interviews with instructors, portfolios, projects, rubrics, demonstrations and oral presentations, as well as a variety of tests or quizzes. I often built in a CHOICE factor which allowed students to choose two ways they wanted to be assessed for the learning that took place for them. This was a helpful strategy, but again, it was difficult to truly know if the student "got it" completely! The use of a particular assessment strategy is also dependent upon what the instructor is looking for. That might vary from facts to concepts, to a universal principle that has broad application. The Understanding by Design model looks for the latter.
  
  I think your questions that were shared yesterday by Jennifer are excellent! It will be great to see what you end up with in your completed learning framework!

   

  <div class="cArrow"> </div><div class="cContentInner">Joy, consider the process of Metacognition--thinking about your thinking. You may want to do a little reading about it. In my teaching, I have often used metacognitive strategies to find out just how well the students "understood" what I was hoping they would "understand". Using journals and guiding questions that force a student into reflecting on what was learned is always a good one. Another favorite of mine is the Self-Reflective essay in which students would write a 1-2 page discourse on the learning process they had just gone through--what did they do, what did they learn, what was the thinking process they engaged in to get to the completion of the learning project, who might have engaged intellectually with them and what was that process all about, etc. I hope this little bit will help in your quest. Assessment is always tricky because how can a person (instructor) TRULY KNOW what was or was not learned by a student? That's why multiple assessment strategies are used. Among them are peer evaluations (these can be verbal or written), conferences/interviews with instructors, portfolios, projects, rubrics, demonstrations and oral presentations, as well as a variety of tests or quizzes. I often built in a CHOICE factor which allowed students to choose two ways they wanted to be assessed for the learning that took place for them. This was a helpful strategy, but again, it was difficult to truly know if the student "got it" completely! The use of a particular assessment strategy is also dependent upon what the instructor is looking for. That might vary from facts to concepts, to a universal principle that has broad application. The Understanding by Design model looks for the latter. <br /> <br /> I think your questions that were shared yesterday by Jennifer are excellent! It will be great to see what you end up with in your completed learning framework!</div>

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  #4 Jennifer Dalby on 03 Feb 11

   

  Also, keep in mind that we're not trying to deeply learn UbD. It's just one of many design strategies. I am featuring it, simply to help us see the big picture. Too often, instructors transition from classroom to online learning, and attempt to mimic the classroom experience. In most cases, it just won't work. Using a backwards design process, you avoid the risk of loading a class with activities and content you want to cover, without giving students the opportunity to uncover the learning, and build meaning together.

   

  <div class="cArrow"> </div><div class="cContentInner">Also, keep in mind that we're not trying to deeply learn UbD. It's just one of many design strategies. I am featuring it, simply to help us see the big picture. Too often, instructors transition from classroom to online learning, and attempt to mimic the classroom experience. In most cases, it just won't work. Using a backwards design process, you avoid the risk of loading a class with activities and content you want to cover, without giving students the opportunity to uncover the learning, and build meaning together.</div>

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  #5 ann stephens on 04 Feb 11

   

  Thanks for underlining the point about recasting classes based on the environment. I particularly thought the Wiggins module/reading was very helpful. I found the "worth being familiar with" priorities are often the ones that "hook" me into the class material.

   

  <div class="cArrow"> </div><div class="cContentInner">Thanks for underlining the point about recasting classes based on the environment. I particularly thought the Wiggins module/reading was very helpful. I found the "worth being familiar with" priorities are often the ones that "hook" me into the class material.</div>

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  #6 Joy LaJeret on 06 Feb 11

   

  Each day I read more and view more videos outside the class. I am learning quite a bit about Ubd and assessment and will take the next course on my way to the certification. There is nothing, so far, that has been presented that has not lead to deeper meaning and understanding of the process of online teaching.

   

  <div class="cArrow"> </div><div class="cContentInner">Each day I read more and view more videos outside the class. I am learning quite a bit about Ubd and assessment and will take the next course on my way to the certification. There is nothing, so far, that has been presented that has not lead to deeper meaning and understanding of the process of online teaching.</div>

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