Chapter+7.++Teaching+for+Understanding+in+Academically+Diverse+Classrooms

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 * 1. List and explain various ways in which the teacher's role differs in an understanding-oriented classroom vs. a coverage-oriented one.**

Discussion: In the understanding-oriented classroom the teacher works to help uncover the content so that the learner internalizes the "big ideas" of the unit. The learning goes deeper because the teacher is helping the student answer essential questions that bring out the desired meaning to the student. In a coverage-oriented classroom there is more emphasis placed on getting through the textbook and cover all of the topics. Gin In a coverage-oriented classroom, the teacher is concerned with getting through the entire textbook. The lessons are taught at a faster pace and tend to be more lecture (sit-n-get). It is more of a teacher-centered atmosphere. In an understanding-oriented classroom, the teacher's goal is to have student participation in the lessons. The teacher is promoting discussions among the students by asking thought-provoking questions to "stir" up the learning environment. Amy

I think that the subject matter that a teacher teaches can kind of dictate whether you have a understanding-oriented classroom or a coverage-oriented one. I am fortunate to teach Reading and Social Studies which both naturally lean to the understanding-oriented classroom due to the large amount of discussion that takes place. When I used to teach grammar, I know that I was a coverage-oriented teacher. Sue

I found it refreshing that all subject areas lend themselves to essential questions and thus an understanding oriented classroom due to the fact that I teach grammar, math, and science. Lori


 * 2. Illustrate with examples from your content area how a coverage-oriented lesson might proceed and how an-understanding-based lesson might proceed. Be sure to state the essential questions around which your understanding-oriented example is based and to show how the six facets of understanding might shape the lesson as well.**

Discussion: The book describes a understanding-based nutrition unit ( pg. 118) that I might use in my classroom. Some of these I actually do use. The brochure for younger students may be a viable addition. They are based on the essential question, "In what ways does nutrition effect the health and lifestyle of an individual?" Gin


 * 3. The authors reject the idea of having students “climb Bloom's ladder” as a means of differentiation. How do you feel about their reasoning? Why?**

Discussion: I just attended a state workshop for developing FACS course outlines in which we used Bloom's taxonomy extensively. My first reaction was, "Oh no, do we have to start all over? Ugh!!" We didn't, however, use Bloom's taxonomy as a framework for differentiation, so perhaps we're OK. The book did state that Bloom asserted the importance of all learners working on all levels of the taxonomy. Using the performance verbs based on the 6 facets of understanding also wants learners to work at all of the levels to bring about learning for all students. Gin I think their reasoning makes sense especially what was said about some thoughts concerning the low achieving students. It is sometimes believed that if a student can not understand the "basics" how can he participate in a higher level activity. This chapter is telling us that this child CAN gain meaningful skills by being included in those activities. I thought this part was great: "Toddlers do not wait to master the rules of grammar before speaking, neither must any school-age learner fully master the fundamentals before attempting to use them." (p. 119) Amy

I agree. I thought the author's understanding of Bloom's taxonomy was one of the more thought provoking aspects of the book. But after I thought about it, it made sense. If a student never gets the opportunity to work at the higher levels of Bloom's taxonomy, can we blame them if they think school is boring and irrelevant? Dave


 * 4. In what ways might a teacher use the WHERETO framework to support understanding for students with varied learning needs? In other words, how can WHERETO support differentiation?**

Discussion: I noticed that the idea of "hooking" students into becoming interested in a topic as part of the WHERETO approach goes against some of the research based practices Sue and I learned about in one of our Master's classes this summer. It is, in fact, not only unnecessary, but sometimes ineffective to try to gain students' interest in a topic before the actual learning of the topic. Research shows that through the process of learning, the student actually places his/her own meaninful interest through deeper understanding. This was from Classroom Instruction That Works by Marzano and others. Just thought I would point that out. Lori

I see what you are saying, but it seems like the Bermuda triangle example isn't so much an attempt to "hook" students on latitude and longitude, as it is starting with an example on which the teacher can hang the concept. That the example piques student interest is really just a bonus. Dave

The R - //rethink -// seems very important to me in differentiated instruction. As a math teacher, I'm constantly referencing students' prior knowledge. But I'm also refining the meaning of vocabulary in ways that students may have a hard time following. It is absolutely essential that the more advanced students be able to follow these nuances, but it doesn't really matter for students who aren't going to do a lot more math, as long as they have the knowledge and are able to apply it. Dave

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