Understanding By Design

Feb 19, 2014

Understanding By Design

            The main ideas of these chapters is that educators must make the distinction between “knowledge” and “understanding” and that one of the best ways to achieve a solid understanding of content is to frame the students thought process via “the big questions”. Big questions also need to be essential in that they should “raise more questions in our attempt to answer them”.

            One of the most effective ways to write a lesson plan that will “teach for transfer” is to start at the end with the assessment and work backwards. This ensures that the lesson is well aligned with the end result or goals.

            The assessment itself needs to be one that measures actual understanding of the concepts and not the mere regurgitation of facts that tend to be memorized and threaten to only be accessible in the context in which they were taught unless a complete, well-rounded,  understanding has been achieved.

            Focusing in on the big idea or question before creating an assessment and lesson plan, will help frame students’ thought processes and lead to further inquiry if the question itself is essential and not merely probing for facts. Digging for meaning adds depth to the lesson that will lead to better retention. 

            In addition to asking the right types of questions, educators also need to make sure that the lessons remain both challenging and engaging. Striving for authentic experiences in the classroom not only results in better teaching but also in increased motivation and participation.