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As an explanation for what is meant by this, William James is quoted as saying that there must be "knowledge of the concrete situation" in every teaching circumstance rather than just an understanding of the theoretical concepts being taught. This is what a truly practical application of understanding means. The perspective that true understanding implies, the fourth aspect of understanding, must necessarily be dispassionate and impersonal, allowing for truly open thinking. It is not simply that biased perspectives must be reduced in order to facilitate true understanding, but also that learners (and educators) must be able to engage with multiple perspectives. This allows understanding to be more comprehensive and deeply interwoven.
The fifth aspect of understanding, empathy, is very closely related to perspective. The ability to see things not only from a variety of general perspectives, but also from specific individualistic and interpersonal perspectives, is key to true understanding. Empathy not only reflects but also actually provides insight, making it invaluable in developing complex and meaningful understandings of the world. Just as important as being able to identify with others, if not more...
This includes knowing one's intellectual limitations, including the rationalizations that our intellectual failings lead us into. Such rationalizations often take place as pithy metaphors, and education is a prime field for the laying of these traps -- awareness and avoidance of them is the only way to sustain rue understanding. Understanding and incorporating all six facets of understanding is of enormous benefit to educators in all three stages of backwards course design: clarifying the understandings that are to be taught, developing the correct assessment tests for these understandings, and creating learning activities that will most likely promote the acquisition of these understandings by the learners.
This chapter covers a lot of ground, going to the very heart of how we understand things in a way that has many more applications than the education field. The text is broken into many discrete hunks, however, making it very easy to understand the material. Despite how cerebral and theoretical the material is, the authors make the information in this chapter as concrete as possible and much easier to grasp. The practicality of the information is also very high.
Differentiated Learning & Assessment -- PLC Presentation Differentiated instruction and assessment recognizes that the individual needs, strengths and weaknesses of students must drive learning (Wormeli, 2007). Changing the outcomes of traditional lesson plans to account for differentiated learning is a fundamental part of ensuring student success. Each student's readiness, interest and learning profile is at the core of this approach. Students are diverse; therefore, instructional and assessment practices should be as
(Brown, nd) Brown lists 'labor intensive' strategies for differentiation to include those as follows: Assessment, data analysis, and diagnosis; Flexible grouping; Tiered tasks; Anchor activities; Differentiated learning encounters; Learning contracts; Independent study. (Brown, nd) The work of Jahnine Blosser (2005) entitled: "Unit of Lessons: Safety in the Secondary Science Classroom" states that there is "a growing need to make all students understand science and the relevancy of science to their lives." Blosser notes that "many students learn differently
In many ways, the concepts of separating out individuals that are different has been fostered by the construction of the educational format. Tomlinson notes the fallacy of such an arrangement and provides some excellent advice with regard to classroom inclusiveness. "A classroom is -- or at least ought to be, in my opinion -- a microcosm for the world we live in. It is a community of individuals in
Thus, the idea of inclusion was born, an idea that suggests students with special needs be paired alongside students who are gifted, students with different cultural and ethnic backgrounds, and students who have different modes of learning (Tomlinson et al., 2003). Despite this, evidence exists to suggest that the self-contained special education classroom still serves the needs of many students with special needs, suggesting that fears related to special education
Teachers should not try to do everything at once but start with highest priority first and work with a collaborative team to set goals. Best Advice The best advice is for teachers to reflect on what it will take to incorporate differentiated instruction. Next, teachers need to evaluate the curriculum with a survey including what students should know, what most know, and what standards they must be held accountable for. Furthermore,
Students would be graded upon their own, individual contributions, but they could not let down their fellow group participants. They would have to complete their task, and as the task was within their framework of ability, this would not seem too daunting. Another suggested method of behavior management to ensure student compliance with assignments is to instate a points system, whereby a student can earn a maximum number of