Understanding by Design Chapter 6 Crafting Understandings

1. Understanding by DesignChapter 6Crafting Understandings By: Yanfei Li, JuKay Lu, Mingming Zhang, Jingya Zhong

2. Question 1 • Explain why educators can find it difficult to connect content standards and essential understandings.

3. I think the reason why the educators find it difficult to connect content standards and essential understanding is because 1. the way which teachers frame their content standards causes the confusion. A common phrase used in content standards is that “students will understand how to …” do something. This type of phrase is loosely used as a synonym for “learn how to …” which imply for a desired skill, not an understanding. 2. the other problem will be the way in which the standards are presented as relatively straightforward facts. However, “big idea” understanding requires an effort to comprehend and “uncover” certain the concepts and principles and to go beyond the facts and make a meaningful inference and connections. As the authors suggested, it’s more helpful to phrase the sentence “Students should understand that...”

4. Question 2 • Write two overarching and two topical understanding for your curriculum or course of study. Use tips suggested on page 135 and try to frame the understandings using the phrase ‘Students should understand that…’ Be ready to explain what is enduring about these understandings, and why they would need to be uncovered rather than presented as facts.

5. Topical understandings: Proper ways to greet teacher and each other in China. The nature of writing and spoken systems in Mandarin is unique. Students should understand that berries are rich in antioxidants and can help prevent heart disease. Students should understand the side effect of too much sodium. Overarching understandings: Compare the distinctive ways of greetings each other in Chinese culture vs. their own. The impact of Chinese writing and spoken system is profound to the nation’s history and politics. Healthy foods help build up health bodies. Balanced diet is a key to keep healthy.

6. Question 3 • Now think of fact statements associated with the understanding statements. This exercise should help you see the distinction between facts and understanding drawn from the facts. See authors’ example on page 132.

7. Fact: data bar graphs line plots statistics a known statement Discrete knowledge set of skills true or false a definition; in my lesson plan: the facts about colors (red, blue, yellow, white and black) Understanding: insight requires comprehension may not have right answers only better answers an inference drawn from facts requiring “uncovering” certain concepts and principles a process of transferring of existing knowledge Endured over time & across culture in my lesson plan: the understanding beyond the definition or fact will be the unique impact of colors in the Chinese culture and other cultures.