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Understanding by Design Activity

AC Meeting
October 8, 2009

Thinking about “Understanding”


Someone who understands…

R. Ehrenberg Learns from history and understands the implications


J. Steele • Allows you to think outside of yourself, while taking a
J. Dedrick different perspective
R. Murphy 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 • Can make connections between various small ideas to arrive


J. Horsman at a larger/great idea – Big Picture
A.Trapini • Levels off understanding – rote knowledge to evaluation,
synthesis, analysis, etc.
Person is able to perform sometimes
Empathy – feeling for others

D. Keough Can build new connections and make transfer


A. Manzella Can create new solutions to situations they encounter
J. Rose 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 Can demonstrate their learning


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

C. Dresher Has good knowledge of facts


K. Bogert Evaluates and reevaluates their points of view/idea
N. Verdile Accepting and understanding the complexity of an issue
K. Flynn Can demonstrate their understanding through
G. Kats application/performance
Can apply familiar concepts to a foreign problem

R. Moore Can apply “it” appropriately


E. Dopp Can evaluate “it”
D. Arnone Can explain “it”
D. Savery 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


E. McNamara Can move beyond the recall and manipulate it
V. McQuade 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 • The experience is designed to be inclusive and have


J. Steele application beyond the learning experience.
J. Dedrick The learner should draw relevant connections.
R. Murphy • Should allow students to explore their learning, while building
upon what they already know.
J. Martin Student directed learning
J. Horsman Discovery based
A.Trapini Hands-on
Peer review/competition
Multiple perspectives

D. Keough Is multifaceted and addresses all models.


A. Manzella Direct student involvement, self evaluation, observation of
J. Rose 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 Problem/challenge oriented


C. Lobdell Purposeful/relevant/context
K. Greiner Hands-on
Performance related
Respect for learner (styles)

C. Dresher Has a problem that needs to be solved


K. Bogert Allows for risk taking
N. Verdile Starts with confusion
K. Flynn
G. Kats
R. Moore Has a specific outcome (end) (demonstration of understanding)
E. Dopp Scaffolded
D. Arnone • Opportunities to practice (guided and
D. Savery independent)/assessment with feedback
Fluid/connected components
C. Fox Hands on
E. McNamara Purpose/relevance/authentic
V. McQuade 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

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