For years, I’ve used the acronym “KUD”
when determining lesson objectives. K = Know, D = Do, and the middle, the “U”
is the all-important “understand.” But
what does it mean to really understand something?
When
defining understanding, it is helpful
to think first about what it is not. Understanding is not knowledge. It is not
the ability to recall a storehouse of facts. It is not repeating someone else’s claim.
Understanding is something you see and grasp for yourself. You get the what
and why of it. You don’t just know facts, you connect them and use
them.
Understanding
is complicated. It is means grasping a conclusion, not committing something to
memory. Understanding includes inferences and insights, principles and
generalizations that go beyond the obvious. Understanding is making meaning on
your own. Understanding is deep.
Understanding
may be founded in both knowledge of content and knowledge of procedures. Understanding
develops through opportunities to apply, analyze, predict, prove, explain,
defend, interpret, generalize, synthesize, and make connections.
When
teachers want students to understand, they design learning activities where
students are active participants. They include class discussions rather than simply
asking questions that quiz students’ knowledge.
When
coaches want teachers to understand, they also provide opportunities for active
participation. Rather than giving
teachers a scripted lesson plan, they provide professional literature and
support reflection. They encourage informed
experimentation and ask open-ended questions. Both teachers’ and coaches’ understanding is expanded
in the process.
As
teachers and coaches gain understanding of how students learn, they do things differently. Understanding brings structure to our
knowledge and informs our actions. And
we can justify those actions; we can explain why something matters. When a new wave of reform washes over us, our
understanding anchors us. We can adjust
and apply our learning in varied and unique situations.
Think
of something you really understand about instruction – a teaching
principal that you are sure of. How did
you gain that understanding? How might
you help others gain it?
Coaches
support learning that increases understanding for both students and teachers. Understanding
cannot be thrust upon anyone; they have to open the door for it, walk in,
wander around, and explore until they find it.
Information is easily found through a Google search or Siri query, but
understanding is an undertaking – one that is worth the effort for students,
teachers, and coaches.
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Helping students and teachers develop understanding
is something I’m passionate about! You
can read more about it in my upcoming book, Collaborative
Lesson Study, available here
for pre-order (20% discount code is TCP2019). Please indulge me in celebrating this
book. I’m so excited to share what I’ve
learned!
This week, you might want to take a look
at:
Establishing
the why and how of collaborative work with teachers:
Ways to encourage student collaboration:
Don’t
let the tag-line fool you – this article about fostering friendship among
classmates is powerful for all (not just pre-school teachers):
A
book list to help build a classroom library that mirrors your classroom
community:
10-Minute
Podcast: 5 awesome things for teachers to do this summer:
That’s
it for this week. Happy Coaching!
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