Chapters 3, 4, & 5 in Teaching for Understanding

Chapter 3: Generative Topics and New Technologies

Generating a topic of study is not always an easy task. The push of SOLs and time usually deters teachers from constructing an in depth topic of study that goes deeper into the minds of students them memorization. Now you ask: Well how do I do that? According to Wiske et al (2005) it is important to choose a broad topic that is appealing to your students and can be connected to the subject matter that is required to be taught. The topic should be easy to connect to students' experiences and be approached in multiple ways.
Chapter 3 talks mostly about a case study done in math that allowed students to look at math in a way that related it to the world (2005). The teacher that was studied was Kristi Rennebohm Franz and she designed a Quilt Math project (2005). Starting the first day of school she placed a piece of fabric on the wall that was 5 by 5-inches. The students were ask what they saw. She then asked the students how could they talk about the quilt using math terms. Everyday she added another piece of fabric. She selected fabric that went along with themes and units the kids were studying in other subject areas. Each student had a paper notebook where they would note observations every morning about the quilt. A digital image was taken of the quilt and inserted in the computer. Everyday the students discussed their perceptions on the quilt and two students wrote the comments in microsoft word. Students started using advanced numbers and letters to represent the quilt. At the end of the lesson students would predict what tomorrows patch would be. The students created a math quilt photo journal in which they collected the photos and observations from everyday in one book. Students could easily see changes over time(2005).
Wiske et al (2005) discuss a lot about how important it is to really meet your students needs. Design lessons that are exciting to you as the teacher but, will also engage your students.

Wiske, M. S., Franz, K. S., & Breit, L. (2005). Teaching for understanding with technology: Generative topics and new technologiesWhat is teaching for understanding. San Francisco: Jossey-Bass.

Chapter 4: Understanding Goals and New Technologies

I think that one of the hardest things about being a teacher is setting goals and purposes for my students. I want them to meaningful and have a lasting effect on them. If I didn't then I feel like I have wasted their time and mine. Technology is a hot topic in school systems now. It is important for teachers to teach students to learn with technology and not about it (Wiske et al, 2005). Often times teachers use technology as motivators and babysitters (Wiske et al, 2005). I do not think technology will be beneficial unless it helps them learn. When designing a lesson the way goals are stated can lead the whole lesson. It is important to let the students know what they are doing.
A main focus in Chapter 4 was the Water Habitat Project. Wiske et al (2005) found that students went to a nearby city park pond for science. Students observed plants, animals, and water quality of the pond. They took pictures each time they went and kept the information in notebooks. Over time students noticed that the water quality was deteriorating. Each year prior to this all the research was kept in a notebook with pictures(2005). Students had become scientist in their own world. They decided to further their research and project. They compared data and got resources together and presented the problem to the City Parks and Recreation Commission and had so much proof they were granted funds to restore the pond(2005).

Students used technology to their advantage. They took digital photos and corresponded through e-mail, the Washington State K-20 video conferencing network to spread their news (2005). Wiske et al (2005) comment that understanding goals focus on big ideas rather than memorization and comver multiple dimensions. The four dimensions are knowledge, methods, purpose, and forms of expression (2005). If these goals are met it will be meaningful to students. When I come up with lessons I always try to pretend I am a student learning the material. I think teachers often forget what it was like when they did not understand. Especially in the primary grades where everything seems so simple. Technology can be extremely usefull and meaningful when used appropriately such as in the water habitat project. Wiske et al (2005) state it is extremely important to use appropriate technology that will help students learn rather than entertain them. Technology opens the world to a lot of opportunities that can make learning very meaningful if used correctly.

Wiske, M. S., Franz, K. S., & Breit, L. (2005). Teaching for understanding with technology: Understand goals and technologies. San Francisco: Jossey-Bass.

Chapter 5: Performances of Understanding New Technologies

According to Wiske et al (2005) in order for students to understand what they are doing they must develope and demonstrate understanding. Teachers need to spend adequate time ingaging students an not just filly their minds with knowledge (2005). Also, for teachers to use technology effictively it needs to aid in the learning process and be beneficial rather than make the work look pretty. Wiske et al (2005) outline the following stages in order for students to demonstrate performance of understanding technology. These are understanding goals, introductory performance that connect students' interests and begining levels of understanding. Next, guided inquiry lessons that guides students into thinking for themselves and finally culminating performance that allows students to demonstrate the understanding (2005). Technology can help this process by allowing investigations of new information, assisting students with special needs, making abstract concepts visible, and for personal expression (Wiske et al, 2005). The case study in Chapter 5 was A Sense of Caring through iLEARN Global Art Projects (2005). The teacher integrated social studies (caring) with English (writing) into a unit. First students discussed with each other about caring: When they were cared for and when they cared for others. Next the teacher read children's literature books and the students connected the caring themes in the book with their own experiences. The students had to illustrate an act of caring in a picture. Students went through the writing process on their artwork and then wrote a piece about their artwork. Finally, the teacher published the artwork and writings on a web-page. The students worked together using peer critiques. The students used e-mail to discuss with other students around the world about caring. The students used language translators to meet the needs of other countries so, they would understand their writings. The students shared with their school and community about the process they went through (2005). I think it was cool how they started with the picture. My class loves to draw. It is meaningful to them. I think they would have a better focus for their writing if they drew it first. Technology helped the students develop, compose, and revise their work (Wiske et al, 2005). They also, became familiar with digital images AND editing those images (Wiske et al, 2005). The process this teacher took was an ongoing process. She started little and expanded big. In using technology she first collaborated with another teacher in the school, next she collaborated through e-mails with another teacher across the state. Finally she collaborated across the world.

Wiske, M. S., Franz, K. S., & Breit, L. (2005). Teaching for understanding with technology: Performances of understanding new technologies. San Francisco: Jossey-Bass.