Facilitating Learning that Matters and Lasts: Using Understanding by
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Shelley A. Chapman, PhD The 5-Minute University Father Guido Sarducci’s Five-minute University Learning that Lasts What is your biggest challenge or question about facilitating learning that lasts? Learning Goals for Today Describe “learning that lasts” Learning that transfers Distinguish between three different types of learning goals and the corresponding teaching roles for each Use several strategies to promote transfer Learning Tree Behaviorism Skills Transfer Constructivism Humanism Knowledge Emotions Transformation Transformative Learning Assumptions, Beliefs, Values Learning Tree Skills Acquisition Meaning Transfer Knowledge Emotions Assumptions, Beliefs, Values Construct Understanding Wiggins, G. & McTighe, J. (2011). The Understanding by Design Guide to Creating High-Quality Units. Alexandria, VA: ASCD.* *Used with permission. Stage 1 3 Stages of UbD Desired Results Stage 2 Evidence Stage 3 Learning Plan Learning for Transfer Understanding What do YOU think understanding is? (Audience Participation—Brainstorm) Understanding “If, when the circumstances of testing are slightly altered, the sought-after competence can no longer be documented, then understanding—in any reasonable sense of the term—has simply not been achieved.” Howard Gardner As quoted in Wiggins, G. & McTighe, J. (2005). Understanding by Design. Expanded 2nd Ed. Alexandria, VA: ASCD. Understanding “…understanding is the ability to think and act flexibly with what one knows…more like learning to improvise jazz or hold a good conversation or rock climb than learning the multiplication table or the dates of the presidents...” David Perkins Perkins, D. (1998). "What is Understanding?" Teaching for understanding: Linking research with practice. ed. by Martha Stone Wiske. San Francisco: Jossey-Bass. Knowledge Understanding Knowledge Versus Understanding* The facts The meaning of the facts A body of coherent facts The “theory” that provides coherence and meaning to those facts Verifiable claims Fallible, in-process theories Right or wrong A matter of degree or sophistication I know something to be true I understand why it is, what makes it knowledge I respond on cue with what I know I judge when to and when not to use what I know *Wiggins, G. & McTighe, J. (2005). Understanding by design. Expanded 2nd Ed. Alexandria, VA: ASCD. (page 38) Used by permission. Understanding is… Meaning Making Understanding is… Meaning Making Seeing the big picture Grasping core concepts Making connections Understanding is… Meaning Making Seeing the big picture Grasping core concepts Making connections Transfer Understanding is… Meaning Making Transfer Seeing the big picture Saying it in one’s own words Grasping core concepts Applying something to the real world Making connections Defending one’s views to an audience Stage 1 – Desired Results Established Goals Transfer Students will be able to independently use their learning to… What kinds of long-term, independent accomplishments are desired? • Mission of Institution • Standards for Accreditation • Established Student Learning Outcomes for Program and Course* *Adapted with permission. Meaning UNDERSTANDINGS ESSENTIAL QUESTIONS Students will understand that… Students will keep considering… What specifically do you want students to understand? What inferences should they ma What thought-provoking questions will foster inquiry, meaning making, and transfer? Acquisition of Knowledge & Skill Students will know… Students will be skilled at… What facts and basic concepts Should students know and be able to recall? What discrete skills and processes Should students be able to use? Stage 1 – Desired Results Established Goals Transfer Students will be able to independently use their learning to… What kinds of long-term, independent accomplishments are desired? • Mission of Institution • Standards for Accreditation • Established Student Learning Outcomes for Program and Course* *Adapted with permission. Meaning UNDERSTANDINGS ESSENTIAL QUESTIONS Students will understand that… Students will keep considering… What specifically do you want students to understand? What inferences should they make? What thought-provoking questions will foster inquiry, meaning making, and transfer? Acquisition of Knowledge & Skill Students will know… Students will be skilled at… What facts and basic concepts Should students know and be able to recall? What discrete skills and processes Should students be able to use? Stage 1 – Desired Results Established Goals Transfer Students will be able to independently use their learning to… What kinds of long-term, independent accomplishments are desired? • Mission of Institution • Standards for Accreditation • Established Student Learning Outcomes for Program and Course* *Adapted with permission. Meaning UNDERSTANDINGS ESSENTIAL QUESTIONS Students will understand that… Students will keep considering… What specifically do you want students to understand? What inferences should they make? What thought-provoking questions will foster inquiry, meaning making, and transfer? Acquisition of Knowledge & Skill Students will know… Students will be skilled at… What facts and basic concepts Should students know and be able to recall? What discrete skills and processes Should students be able to use? Stage 1 – Desired Results Established Goals Transfer Students will be able to independently use their learning to… What kinds of long-term, independent accomplishments are desired? • Mission of Institution • Standards for Accreditation • Established Student Learning Outcomes for Program and Course* *Adapted with permission. Meaning UNDERSTANDINGS ESSENTIAL QUESTIONS Students will understand that… Students will keep considering… What specifically do you want students to understand? What inferences should they make? What thought-provoking questions will foster inquiry, meaning making, and transfer? Acquisition of Knowledge & Skill Students will know… Students will be skilled at… What facts and basic concepts Should students know and be able to recall? What discrete skills and processes Should students be able to use? Stage 1 – Desired Results Established Goals Transfer Students will be able to independently use their learning to… What kinds of long-term, independent accomplishments are desired? • Mission of Institution • Standards for Accreditation • Established Student Learning Outcomes for Program and Course* *Adapted with permission. Meaning UNDERSTANDINGS ESSENTIAL QUESTIONS Students will understand that… Students will keep considering… What specifically do you want students to understand? What inferences should they make? What thought-provoking questions will foster inquiry, meaning making, and transfer? Acquisition of Knowledge & Skill Students will know… Students will be skilled at… What facts and basic concepts Should students know and be able to recall? What discrete skills and processes Should students be able to use? Stage 1 – Desired Results Established Goals • Mission of Institution • Standards for Accreditation • Established Student Learning Outcomes for Program and Course* *Adapted with permission. Transfer Students will be able to independently use their learning to… Engage in critical reflection of their own practice of adult learning, and thereby regularly improve the learning experiences of their students in higher education. Meaning UNDERSTANDINGS ESSENTIAL QUESTIONS Students will understand that… Students will keep considering… What specifically do you want students to understand? What inferences should they make? What thought-provoking questions will foster inquiry, meaning making, and transfer? Acquisition of Knowledge & Skill Students will know… Students will be skilled at… What facts and basic concepts Should students know and be able to recall? What discrete skills and processes Should students be able to use? Stage 1 – Desired Results Established Goals • Mission of Institution • Standards for Accreditation • Established Student Learning Outcomes for Program and Course* *Adapted with permission. Transfer Students will be able to independently use their learning to… Engage in a ongoing critical reflection of their own teaching practice, and thereby regularly improve the learning experiences of their students in higher education. Meaning UNDERSTANDINGS ESSENTIAL QUESTIONS Students will keep considering…how do Students will understand that I continually reflect upon cognitive learning is complex and that teaching is like a dance between an science, neuroscience, and the social aspects of teaching adults? applied science and a social practice. Is the adult brain more like a computer Inferences: Understanding how or a jungle? people learn drives curriculum decisions. Acquisition of Knowledge & Skill Students will know… Students will be skilled at… What facts and basic concepts Should students know and be able to recall? What discrete skills and processes Should students be able to use? Stage 1 – Desired Results Established Goals • Mission of Institution • Standards for Accreditation • Established Student Learning Outcomes for Program and Course* *Adapted with permission. Transfer Students will be able to independently use their learning to… Engage in a continual critical reflection of their own practice of adult learning, and thereby regularly improve the learning experiences of their students in higher education. Meaning UNDERSTANDINGS ESSENTIAL QUESTIONS Students will keep considering…how do Students will understand that I continually reflect upon cognitive learning is complex and that teaching is like a dance between an science, neurology, and the social aspects of teaching adults. applied science and a social practice. Is the adult brain more like a computer Inferences: Understanding how or a jungle? people learn drives curriculum decisions. Acquisition of Knowledge & Skill Students know… Describewill major learning theories and theories of adult development, which have informed the practice of adult learning. What facts and basic concepts Should students know and be able to recall? Students Apply theoretical will be skilled principles at… to learning plans for a higher education setting. What discrete skills and processes Should students be able to use? Stage 1 – Desired Results Established Goals Transfer Students will be able to independently use their learning to… What kinds of long-term, independent accomplishments are desired? • Mission of Institution • Standards for Accreditation • Established Student Learning Outcomes for Program and Course* *Adapted with permission. Meaning UNDERSTANDINGS ESSENTIAL QUESTIONS Students will understand that… Students will keep considering… What specifically do you want students to understand? What inferences should they make? What thought-provoking questions will foster inquiry, meaning making, and transfer? Acquisition of Knowledge & Skill Students will know… Students will be skilled at… What facts and basic concepts Should students know and be able to recall? What discrete skills and processes Should students be able to use? Targeting Enduring Understandings Understandings are Not simply concepts or topics (“causes and effects of the civil war”) Not truisms or vague statements (“math involves patterns”) Not single facts (the Magna Carta was signed on June 15, 1215) Enduring Understandings What they ARE Hard won insights that come from digging into the subject and drawing out important conclusions Can be found in the strategies, rationale, or value of a skill Example: The most efficient and effective stroke mechanics in swimming involve pushing the maximum amount of water directly backward. Examples Students will understand THAT… 1. History is always written by the winners, making it difficult to understand the “real” story of all peoples and cultures. 2. Seemingly random data often reflect elegant functional relationships. 3. Good readers approach a nonfiction text with just the right mix of respect for the author’s argument and skepticism about its truth. 4. Self-deprecating humor can be an effective (and ironic) way to persuade audiences. Articulating Understandings Use this sentence stem: Students will understand that… Craft understanding for meaning and transfer Learning Goals and Teaching Roles Three Interrelated Learning Goals Teacher role and Instructional Strategies Acquisition Meaning Transfer Learning Goals and Teaching Roles Three Interrelated Learning Goals Acquisition Seeks to help learners acquire factual information and basic skills Teacher role and Instructional Strategies Direct Instruction Primary role= Inform • Lecture • Graphic Organizers • Questioning (convergent) • Demonstration • Process Guides • Feedback, corrections Meaning Transfer Learning Goals and Teaching Roles Three Interrelated Learning Goals Teacher role and Instructional Strategies Acquisition Meaning Seeks to help learners acquire factual information and basic skills Seeks to help students construct meaning (i.e., come to an understanding of important ideas and processes Direct Instruction Primary role= Inform • Lecture • Graphic Organizers • Questioning (convergent) • Demonstration • Process Guides • Feedback, corrections Facilitative Teaching Engage in active processing • Inquiry-oriented approaches • Using analogies • Questioning (divergent) and probing • Problem-based learning Transfer Learning Goals and Teaching Roles Three Interrelated Learning Goals Teacher role and Instructional Strategies Acquisition Meaning Transfer Seeks to help learners acquire factual information and basic skills Seeks to help students construct meaning (i.e., come to an understanding of important ideas and processes Seeks to support the learners’ ability to transfer their learning autonomously and effectively in new situations Direct Instruction Primary role= Inform • Lecture • Graphic Organizers • Questioning (convergent) • Demonstration • Process Guides • Feedback, corrections Facilitative Teaching Engage in active processing • Inquiry-oriented approaches • Using analogies • Questioning (divergent) and probing • Problem-based learning Coaching in increasingly complex situations • Ongoing assessment, providing specific feedback • Conferencing • Prompting selfassessment and reflection Example: Foundations to Adult Learning Three Interrelated Learning Goals Teacher role and Instructional Strategies Acquisition Meaning Transfer Seeks to help learners acquire factual information and basic skills Seeks to help students construct meaning (i.e., come to an understanding of important ideas and processes Seeks to support the learners’ ability to transfer their learning autonomously and effectively in new situations Direct Instruction Primary role= Inform • Brief Lecture using Whiteboard with Graphic Organizers • Questioning (convergent) • Demonstration of learning theories in action • Feedback on their demonstrations Facilitative Teaching Engage in active processing • Write answers to divergent questions based on readings each week • Provide analogies and metaphors for learning processes Coaching in increasingly complex situations • Teach the class about a learning theory and use the theory while teaching about it • Write an autobiography of your learning as an adult • Write your teaching philosophy Example: Foundations to Adult Learning Three Interrelated Learning Goals Teacher role and Instructional Strategies Acquisition Meaning Transfer Seeks to help learners acquire factual information and basic skills Seeks to help students construct meaning (i.e., come to an understanding of important ideas and processes Seeks to support the learners’ ability to transfer their learning autonomously and effectively in new situations Direct Instruction Primary role= Inform • Brief Lecture using Whiteboard with Graphic Organizers • Questioning (convergent) • Demonstration of learning theories in action • Feedback on their demonstrations Facilitative Teaching Engage in active processing • Write answers to divergent questions based on readings each week • Provide analogies and metaphors for learning processes Coaching in increasingly complex situations • Teach the class about a learning theory and use the theory while teaching about it • Write an autobiography of your learning as an adult • Write your teaching philosophy Example: Foundations to Adult Learning Three Interrelated Learning Goals Teacher role and Instructional Strategies Acquisition Meaning Transfer Seeks to help learners acquire factual information and basic skills Seeks to help students construct meaning (i.e., come to an understanding of important ideas and processes Seeks to support the learners’ ability to transfer their learning autonomously and effectively in new situations Direct Instruction Primary role= Inform • Brief Lecture using Whiteboard with Graphic Organizers • Questioning (convergent) • Demonstration of learning theories in action • Feedback on their demonstrations Facilitative Teaching Engage in active processing • Write answers to divergent questions based on readings each week • Provide analogies and metaphors for learning processes Coaching in increasingly complex situations • Teach the class about a learning theory and use the theory while teaching about it • Write an autobiography of your learning as an adult • Write your teaching philosophy Which Teaching Roles Will You Use? Three Interrelated Learning Goals Teacher role and Instructional Strategies Acquisition Meaning Transfer Seeks to help learners acquire factual information and basic skills Seeks to help students construct meaning (i.e., come to an understanding of important ideas and processes Seeks to support the learners’ ability to transfer their learning autonomously and effectively in new situations Direct Instruction Primary role= Inform • Lecture • Graphic Organizers • Questioning (convergent) • Demonstration • Process Guides • Feedback, corrections Facilitative Teaching Engage in active processing • Inquiry-oriented approaches • Using analogies • Questioning (divergent) and probing • Problem-based learning Coaching in increasingly complex situations • Ongoing assessment, providing specific feedback • Conferencing • Prompting selfassessment and reflection 3 Stages of Understanding by Design Stage 1 Desired Results Stage 2 Evidence Stage 3 Learning Plan Stage 2: Determine Evidence Performance Verbs Related to the Six Facets of Understanding* Explanation Interpretation Application Perspective Empathy Self-Knowledge Demonstrate Create analogies Adapt Analyze Be like Be aware of Derive Critique Build Argue Be open to Realize Describe Document Create Compare Believe Recognize Design Evaluate Decide Contrast Consider Reflect Exhibit Illustrate Design Criticize Imagine Express Judge Invent Infer Relate Justify Provide metaphors Perform Model Read between the lines Produce Predict Represent Propose Prove Tell a story of Solve Show Translate Use Self-assess Roleplay *See p. 100 Learning Tree Skills Transfer Knowledge Emotions Transformation Assumptions, Beliefs, Values © Shelley A. Chapman 2007 Learning That Lasts Focus on Transfer To do that, help students construct meaning and apply what they have learned in different contexts Use facilitation and coaching more than direct instruction Classroom Assessment 1. What was the most interesting thing you learned today? Why? 2. What is the muddiest point of todays session?
