Teaching for Understanding. Linking Research with Practice

  • ID: 2210796
  • Book
  • 400 Pages
  • John Wiley and Sons Ltd
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Most educators agree that students need to acquire and use knowledge in ways that go beyond the rote memorization of facts and figures––to develop a level of understanding that will serve them well throughout their lives. Unfortunately, traditional teaching approaches fall short of achieving this goal.

This book presents an innovative approach to teaching that develops understanding. Based on a six–year collaborative research project of school teachers and researchers from the Harvard Graduate School of Education, the book describes what teaching for understanding looks like in the classroom, and examines how teachers have learned to design and enact such practices.

At the heart of the book is a framework that transforms traditional teaching by providing clear and coherent guidance on choosing curriculum topics, defining explicit goals, designing learning activities, fostering student understanding, and assessing students? performance. Most important, it offers a model to support the ongoing learning of teachers and students.

Written by a diverse group of researchers and teachers, this important resource will convince all who care about schooling that understanding is education?s worthiest goal.

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Part One: Foundations of Teaching for Understanding.

1. Why Do We Need a Pedagogy of Understanding?(Vito Perrone).

2. What is Understanding?(David Perkins).

Part Two: Teaching for Understanding in the Classroom.

3. What is Teaching for Understanding?(Martha Stone Wiske).

4. How Do Teachers Learn to Teach for Understanding?(Martha Stone Wiske, Karen Hammerness, Daniel Gray Wilson).

5. How Does Teaching for Understanding Look in Practice?(Ron Ritchart, Martha Stone Wiske, Eric Buchovecky, Lois Hetland).

Part Three: Students′ Understanding in the Classroom.

6. What Are the Qualities of Understanding?(Veronica Boix Mansilla, Howard Gardner).

7. How Do Students Demonstrate Understanding?(Lois Hetland, Karen Hammerness, Chris Unger, Daniel Gray Wilson).

8. What Do Students in Teaching for Understanding Classrooms Understand?(Karen Hammerness, Rosario Jaramillo, Chris Unger, Daniel Gray Wilson).

9. What Do Students Think About Understanding?(Chris Unger and Daniel Gray Wilson with Rosario Jaramillo and Roger Dempsey).

Part Four: Promoting Teaching for Understanding.

10. How Can We Prepare New Teachers?(Vito Perrone).

11. How Can Teaching for Understanding Be Extended in Schools?(Martha Stone Wiske, Lois Hetland, Eric Buchovecky).

Conclusion: Melding Progressive and Traditional Perspectives(Howard Gardner).
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"This book is equal parts theory and practice. It is a superb example of what educators in universities and schools can accomplish when they engage in sincere efforts to benefit students." ––Association for Supervision and Curriculum Development

"A remarkable work, conceptually bold and practical. It makes the best of contemporary practices seem eminently reasonable, while also offering a framework for making teaching for understanding accessible to our teachers." ––Deborah Meier, author of The Power of Their Ideas and founder, Central Park East Public Schools, East Harlem, New York

"At last, a new volume from a team of scholars at Harvard′s Graduate School of Education and Project Zero that takes teaching, learning, and understanding, as both theory and practice. My congratulations to Howard Gardner, David Perkins, and Vito Perrone for a project well–conceived and well–conducted, and to Stone Wiske for a useful, educator–friendly book." ––Lee S. Shulman, president, Carnegie Foundation for the Advancement of Teaching

"As the authors acknowledge, teaching for understanding is an old idea and a simple one. But their lucid and thorough exploration of it is fresh and richly generative––and compelling too, in a way reserved for ideas that seem as practical as they are provocative. A whole range of people who care about teaching will be drawn to this book, and they will be well served." ––Joe McDonald, director of research, Annenberg Institute for School Reform at Brown University
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