As we have read before, “understanding involves the grasp of big ideas, as reflected in thoughtful and effective transfer.” It is interesting, therefore, to consider the difference between understanding and factual knowledge presented in chapter 6.
Facts are evidence, data and they must be accepted as such. Understanding, on the other hand, is the interpretation or significance of those facts. In order to get real understanding we must “ask questions about facts, connect them to other facts, and try to apply them in various situations”.
It is essential for us teachers to be aware of the difference between these two concepts, particularly when we set the objectives of our lessons. Many times we expect students to “understand” certain contents, but we are not able to clearly state what exactly they should infer from them. To avoid this common mistake, the authors suggest using the prompt “student should understand that…” so we ensure a detailed description of our goals. Personally, I believe this suggestion is very useful as it can make a real difference in the way we approach our planning and our lessons.
Yes! everything should be set clearly, specially when planning.
ResponderEliminarI also agree, it is very important for students to have clear purposes and to know what they are supposed to understand. I think we have experience the same...as students we also expect for a guide and a clear purpose.
ResponderEliminarStudents need to know why they're doing what they are doing. The same happens with us now that we are studying again. We expect for some clarifications, some guidelines for doing things....and that doesn't mean to be "syllabus bound" or prefer a "teacher-centered approach". We need to know the purpose of the subject....what do you expect to think a student who is 15 years old?
ResponderEliminarSo true, Romina!! Just because we´re older doesn´t mean we don´t expect guidance from the teachers!
ResponderEliminarI do not think a perfect class has to do with teacher or student center approaches. The best thing for me is to be as eclectic as possible. This means to observe the classes at every moment to understand changes and routines. The more we are involved with the class, the better, but there is a line we should not cross; I am talking about the limit between the profession and the personal relationships.
ResponderEliminar