Chapter 1: What is Teaching for Understanding?
This chapter breaks down the process of teaching for understanding and the importance of using this method. The use of educational technologies is a complex process that goes beyond simply purchasing hardware and plugging it into an outlet (Wiske, Franz, & Breit, 2005). The school that I work at has an abundance of computers. It looks very good from the outside. Each classroom has about five computers. However, a lot do not work, or the students do not know how to use them. We don’t have a computer lab or a computer specialist. We do have someone with computer knowledge: a “go-to” person. But, she has many duties in the school. Decision makers in the school often select hardware first, then decide what software they want to use. They do not realize they must train teachers to use these resources before technology can contribute to the student’s educational experience (Wiske, Franz, & Breit, 2005). Midway through the year I have gone to trainings for Accelerated Reader (AR) and Breakthrough to Literacy (BTL). This would have been beneficial in the beginning of the year. It is hard to establish a routine and then need to change it. Another problem is we are told to use BTL and AR but our computers do not work a lot. Wiske, Franz, and Breit (2005) believe that hardware and software should be selected based on the overall goals of the curriculum. What do students need to understand? How can it be assessed and promoted? How can technology enhance our program? (Wiske, Franz, & Breit, 2005).
Schools today are preparing students and teachers for the twenty-first century (Wiske, Franz, & Breit, 2005). Wiske, Franz, and Breit (2005) define “understanding” as the ability to perform flexibly with the topic. Students will be able to apply their learning instead of memorization. Understanding as a performance includes four dimensions: knowledge of concepts, methods of disciplined reasoning and inquiry, purposes and limitations of various domains, and forms of expressing understanding for audiences (Wiske, Franz, & Breit, 2005). Understanding incorporates higher levels of thinking that allows students to apply their knowledge across domains. In order to teach for understanding we must consider these four questions: “What topics are worth understanding? What exactly should students understand about such topics? How will students develop and demonstrate understanding? And how will students and teachers assess understanding? (Wiske, Franz, & Breit, 2005). It is important to make sure goals are clearly stated in order for students to understand a topic (Wiske, Franz, & Breit, 2005). The other day I did a guided reading lesson of predictions. I stated at the beginning of my lesson that we would we learning about prediction. I explain what it was. At the end of the lesson we discussed prediction again. I feel my students understood exactly what they were supposed to learn. Wiske, Franz, and Breit (2005), state that lessons should be constructed to allow students to build understanding in a way that is meaningful to them. Students need to manipulate and be creative in their thinking. Cooperative learning helps this process. Assessments should be ongoing and include strengths and feedback to improve weaknesses (Wiske, Franz, & Breit, 2005). If I have a student that is struggling I always give them positive feedback, otherwise they will get frustrated and not care. Students should be encouraged to discuss projects with each other. This is a good method of informal assessment. If a child can explain what they know then they have a pretty good understanding. Finally it is important to reflect and evaluate your methods. Many teacher lack time to do this however, it can be extremely beneficial (Wiske, Franz, & Breit, 2005)
Wiske, M. S., Franz, K. S., & Breit, L. (2005). Teaching for understanding with technology: What is teaching for understanding. San Francisco: Jossey-Bass.
Chapter 2: Using New Technologies to Teach for Understanding
New technology is defined by Wiske, Franz, and Breit (2005) as video recorders, graphing calculators, software, digital probes, web sites, and e-mails. In order to use technology in a classroom to benefit students they need to know how to use it. I feel this is a problem in my school. We have technology, no lab or computer teacher, so it is hard to fit the curriculum standards and teach technology in such a short day. If teachers design units that are interesting to students and still incorporate SOLs into their plans they will be motivated to investigate and expand their knowledge (Wiske, Franz, & Breit, 2005). It is important to clearly state goals. We as teachers do not want to overwhelm students with an abundance of information. If we direct them they will be less stressed and more able to focus on what they need to know. Assessment and feedback are critical in this program (Wiske, Franz, & Breit, 2005). This chapter discusses ways to do this. Students could design web-pages where they post their work. This could be a year long project. Other students, teachers, or parents could offer feedback (Wiske, Franz, & Breit, 2005). I feel this is a great visual. How could this be adapted for second graders? Using technology to teach for understanding is beneficial for both teachers and students (Wiske, Franz, & Breit, 2005). Students can do the work themselves and create creative projects that are difficult on paper. Teachers will learn what helps students and what motivates them.
Wiske, M. S., Franz, K. S., & Breit, L. (2005). Teaching for understanding with technology: Using new technologies to teach for understandings. San Francisco: Jossey-Bass.
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3 comments:
You describe concerns that many schools are facing. As it stands right now, BOTH budget bills (House and Senate) have amendments
to delete funding for ITRTs and Technology Support Personnel in the state of Virginia. Why. How will we get ahead and prepare our students and our teachers if funding for important resources are not provided for by the state.
Good posting!
I could not say why the House and Senate would want to cut fundings for ITRT's and Technology Support Personnel in the state of Virginia. I have some ideas however. Maybe they are afraid of all the money they put into textbooks and other paper resources will be wasted if we continue using technology. I try to make sense of this but I find it very troubling and disturbing. It is very controdicting. We as teachers are told to use technology. We need to get our students ready for the twenty-first century, yet we will not pay for it. Unless the government feels everybody knows how to use the computer so we do not need to pay for technology personnel.
Ashley, I hear you loud and clear on lack of technology specialists. I have experienced the same problem at my school. I have to plan two weeks ahead if I would like to have the specialist in our classroom. Collaboration with her is very difficult because she is the only one serving the entire school. She needs an aid!
I agree with you statement that a good way of assessing understanding is having the students teach. My students LOVE to be the teacher. I use this technique mostly in math. I’ll have student come up to the board and teach us how to do a problem from the day before. They know to ask their classmates “What is the first step we do….”.
I, myself, have not followed the budget debates and amendments. However, if I had to take a guess, I would think the reason why they are cutting funding is to pay for something else.
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