Teaching for Understanding: Engaging Learners from Early Childhood to Adulthood David Zarowin Oscar Trujillo 12 Jul

1. 1 Teaching for Understanding: Engaging Learners from Early Childhood to Adulthood David ZarowinOscar Trujillo 12 July 2006

2. 2 What kind of education do students need for the 21st century world? Knowledge explosion Information overload Global village Rapid change Pervasive uncertainty

3. 3 The key step here, as our session title suggests, is understanding. Next slide..The key step here, as our session title suggests, is understanding. Next slide..

4. 4 Theory of Understanding  Understanding is not just a mental possession Understanding is a capacity to think and act flexibly with what you know. Understanding is developed and demonstrated through performances. Read slide in English and explain that understanding is not simply possession of data, information, and knowledge, but is the capacity to think and act flexibly with that data, information and knowledge. Such understanding is developed and demonstrated though what we can �performances of understanding.�Read slide in English and explain that understanding is not simply possession of data, information, and knowledge, but is the capacity to think and act flexibly with that data, information and knowledge. Such understanding is developed and demonstrated though what we can �performances of understanding.�

5. 5 The Origins of Teaching for Understanding (TfU) 1991-1997: Harvard research project set out to clarify the nature of understanding, then define features of educational practices that lead to deep, flexible understanding The TFU Framework emerged as researchers and teachers analyzed case studies of effective practice The theory of understanding emerged from a years-long research project that worked primarily with K-12 teachers and analyzed case studies (examples) of effective teaching practice.The theory of understanding emerged from a years-long research project that worked primarily with K-12 teachers and analyzed case studies (examples) of effective teaching practice.

6. 6 What EC Research Says� �For children ages 3-5, real learning requires active thinking and experimenting to find out how things work. Teaching Strategies (TSI) puts into place the best preschool teaching practices to make the most of children's natural inclination to play. Important research in the last 10 years has expanded our understanding of how children develop and learn. And TSI is leading the way by putting this research into practice with clear and effective strategies that address both academic content and social competence.� Teaching Strategies, Inc.�The Creative Curriculum Interestingly, Early childhood educators have come to a very similar conclusion. This quote comes form the website of Teaching Strategies, a leading developer of curriculum materials and professional development for early childhood education. Read quote. The key sentence is the first one�real learning requires active thinking and experimenting to find out how things work. We believe that in fact this is true of all learners form early childhood to adulthood. People learn best when they are active learners�when teachers, parents, colleagues�foster situations in which learners are expected to demonstrate�to perform�what they know.Interestingly, Early childhood educators have come to a very similar conclusion. This quote comes form the website of Teaching Strategies, a leading developer of curriculum materials and professional development for early childhood education. Read quote. The key sentence is the first one�real learning requires active thinking and experimenting to find out how things work. We believe that in fact this is true of all learners form early childhood to adulthood. People learn best when they are active learners�when teachers, parents, colleagues�foster situations in which learners are expected to demonstrate�to perform�what they know.

7. 7 TfU Framework: DNA of Great Teaching Generative Topics � What is worth teaching? Understanding Goals - What do we want learners to understand? Understanding Performances - How can learners develop and demonstrate understanding? Ongoing Assessment - How can we assess understanding? Collaborative, Reflective Communities � How will teachers and students work together?

8. 8 Generative Topics What topics are worth teaching? Connect required curriculum children�s and teacher�s interests Provide multiple entry points Are central to one or more disciplines Address the development of the �whole child�

9. 9 Understanding Goals What exactly do we want children to come to understand? Connect with standards or required curriculum Are made explicit and public Align with performances and assessment Focus on childrens� understanding of discipline or topic, rather than recall of facts

10. 10 Understanding Performances How can understanding be developed and demonstrated? Require active engagement using multiple modes of learning and forms of expression Provide opportunities to work with knowledge Sequenced to ramp up understanding Align with goals and assessments <<

11. 11 Ongoing Assessment How can we assess and improve understanding? Makes criteria explicit and public Aligns with goals and performances Occurs frequently and from multiple sources Includes both formal and informal ways to assess student learning and inform teacher planning <<

12. 12 Reflective, CollaborativeCommunities How will teachers and children work together? Support dialogue and reflection, based on shared goals and a common language Take into account diverse perspectives Promote respect, reciprocity, and collaboration on communal as well as individual accomplishments <<

13. 13 Challenges toTeaching for Understanding What challenges do your teachers face in supporting inquiry-oriented education? What kinds of professional development do they need to help them overcome these challenges? Review workshop goals on slide 7 Goal 3: Understand how Leading for Understanding supports quality education Goal 4: Appreciate how networked learning supports Leading and Teaching for Understanding Before turning our attention to Leading for Understanding, we thought it would be helpful to briefly consider these two questions: challenges to quality education Kinds of PD to overcome these challenges Read the two questions:Review workshop goals on slide 7 Goal 3: Understand how Leading for Understanding supports quality education Goal 4: Appreciate how networked learning supports Leading and Teaching for Understanding Before turning our attention to Leading for Understanding, we thought it would be helpful to briefly consider these two questions: challenges to quality education Kinds of PD to overcome these challenges Read the two questions:

14. 14 What one teacher said� Another teacher was asked what does it feel like to teach for understanding. Her way of communicating was to choose two images. The first depicts what she said it feels like to slavishly follow the curriculum and to teach to the test. It�s like painting by numbers. The second depicts the sense of creativity and inspiration she experiences when she works with students to define generative topics that are relevant and motivating to students and to her. Another teacher was asked what does it feel like to teach for understanding. Her way of communicating was to choose two images. The first depicts what she said it feels like to slavishly follow the curriculum and to teach to the test. It�s like painting by numbers. The second depicts the sense of creativity and inspiration she experiences when she works with students to define generative topics that are relevant and motivating to students and to her.

15. 15 Another example� We think this short video clip succinctly captures what it feels like to be on the receiving end of the standard assessment process. This is the kind of assessment experience lots of students have when the only feedback they receive is a poor score on the end of unit test that they can�t do anything about or learn from. Likewise it is how teachers may feel if they are reviewed at the end of the year but not engaged in a conversation as the year progresses about their teaching. With these images in mind: How can you as school/education leaders foster a climate in which understanding can grow and thrive? How can you support the teacher who is inspired by planning her curriculum units around generative topics so that it feels like a creative process? And how can you foster a culture in your school in which teachers and fellow leaders don�t feel they are being asked to do the impossible like the basketball player image or that whatever they try leads to a good whack in the back as with the young penguin?We think this short video clip succinctly captures what it feels like to be on the receiving end of the standard assessment process. This is the kind of assessment experience lots of students have when the only feedback they receive is a poor score on the end of unit test that they can�t do anything about or learn from. Likewise it is how teachers may feel if they are reviewed at the end of the year but not engaged in a conversation as the year progresses about their teaching. With these images in mind: How can you as school/education leaders foster a climate in which understanding can grow and thrive? How can you support the teacher who is inspired by planning her curriculum units around generative topics so that it feels like a creative process? And how can you foster a culture in your school in which teachers and fellow leaders don�t feel they are being asked to do the impossible like the basketball player image or that whatever they try leads to a good whack in the back as with the young penguin?

16. 16 What�s the WIDE World Professional Development Experience? All of WIDE World�s courses are designed with the Teaching for Understanding Framework All courses help teachers plan, review, revise, and discuss with others, NOT REPLACE, content and practices they use already. Offering a shared language for school leaders and classroom teachers.Offering a shared language for school leaders and classroom teachers.

17. 17 CURSOS EN LINEA Ense�anza para la comprensi�nen Am�rica Latina . Experiencia personal con EpC . Experiencia personal como estudiante . Experiencia personal como tutor

18. 18 Problemas con la comprensi�n MAESTRO: Si tu eres un capit�n de barco y necesitas pasar de un lado del puente a otro 7 vacas y 6 ovejas, cu�ntos a�os tiene el capit�n?

19. 19

20. 20 Coaching SupportsCollaborative, Reflective Inquiry

21. 21 La Arquitectura de los Cursos WIDE

22. 22  Los Cursos de WIDE

23. 23 Los Hilos Conductores de los cursos  �C�mo el marco de la EpC apoya el dise�o y el desarrrollo profesional en l�nea para docentes? �Qu� circunstancias, estrategias y caracter�sticas del curso me ayudar�n a aprender mejor sobre el ambiente del aprendizaje en l�nea? �C�mo pueden estos cursos contribuir en la formaci�n de maestros y estudiantes cada vez m�s aut�nomos?

24. 24

25. 25

26. 26

27. 27

28. 28

29. 29 El Modelo de Trabajo en Equipo

30. 30

31. 31 Manual para ser ni�o Aspiro a que estas reflexiones sean un manual para que los ni�os se atrevan a defenderse de los adultos en el aprendizaje de las artes y las letras. No tienen una base cient�fica sino emocional �o sentimental si se quiere y se fundan en una premisa improbable: si a un ni�o se le pone frente a una serie de juguetes diversos, terminar� por quedarse con uno que le guste m�s. Creo que esa preferencia no es casual, sino que revela en el ni�o una vocaci�n y una aptitiud que tal vez pasar�a inadvertidas para sus padres despistados y sus fatigados maestros, y ser�a importante identificarlas a tiempo y tomarlas en cuenta para ayudarlo a elegir su profesion (Gabriel Garc�a M�rquez)

32. 32 Improving Classroom Performancewith the elements of great teaching  Show teachers how to alter their behavior and attention to students - STORY Teachers connect students to more meaningful work. Students find meaning in what they are learning. Students engage in the work and with each other - STORY Students are motivated to improve their performance and do so Show teachers how to alter their behavior and attention to students - STORY Teachers connect students to more meaningful work. Students find meaning in what they are learning. Students engage in the work and with each other - STORY Students are motivated to improve their performance and do so

33. 33 Improving School Performanceusing a shared language for great teaching Building community within teachers - STORY Engage school leadership in the teachers� conversation - STORY Engage parents, businesses and community in providing meaningful student work Link parents and community directly to teachersBuilding community within teachers - STORY Engage school leadership in the teachers� conversation - STORY Engage parents, businesses and community in providing meaningful student work Link parents and community directly to teachers

34. 34 The DNA of Great Teaching: A Whole School Approach WIDE World has THREE Pathways you can take � all of which provide the structure and support needed to learn with others in a professional community: Teacher Pathway: learn effective instructional strategies and develop leadership skills to mentor and coach Teacher Leader & Coach Pathway: develop leadership skills through a coach course, apprenticing with an experienced coach, and in some cases, become a WIDE World coach (which is a paid position). Administrators: receive the guidance and support they need to sustain a meaningful, lasting professional development initiative WIDE World has THREE Pathways you can take � all of which provide the structure and support needed to learn with others in a professional community: Teacher Pathway: learn effective instructional strategies and develop leadership skills to mentor and coach Teacher Leader & Coach Pathway: develop leadership skills through a coach course, apprenticing with an experienced coach, and in some cases, become a WIDE World coach (which is a paid position). Administrators: receive the guidance and support they need to sustain a meaningful, lasting professional development initiative

35. 35 Professional Payoffs Useable product (lesson plans, assessment tools, organizational action plans) Learn and test out effective strategies Certificate indicating 45 PD hours Graduate Credit (additional fee, via separate college) Access to a professional community of innovators Potential for coach-leader position at WIDE World At this point you might be wondering what you will get out of a WIDE World PD course. Use these points to explain what the PD program can give them. At this point you might be wondering what you will get out of a WIDE World PD course. Use these points to explain what the PD program can give them.

36. 36 More Information - Case Study: My View (http://wideworld.gse.harvard.edu/impact/testimonials/) David Zarowin, Executive Director (david_zarowin@gse.harvard.edu) - In 2005, WIDE World received a Platinum Award, the highest level possible, for distance learning from the United States Distance Learning Association - Example of Clients: Cambridge, MA Sarasota, FL Binghamton, NY Shanghai, China Victoria, Australia Saskatchewan, Canada Namibia Ministry of Education Reference handouts (My View, Course descriptions, etc). Give David�s contact information if presenting to district/school leaders WIDE World achieved highest honor from premier professional association that annually highlights excellence in distance learning - �Best Practices in Distance Learning Programming for Online preK-12� (Rated exceptional in online design, interactivity, assessment and technology) - Share with them the list of clients we are currently working with Reference handouts (My View, Course descriptions, etc). Give David�s contact information if presenting to district/school leaders WIDE World achieved highest honor from premier professional association that annually highlights excellence in distance learning - �Best Practices in Distance Learning Programming for Online preK-12� (Rated exceptional in online design, interactivity, assessment and technology) - Share with them the list of clients we are currently working with