from Terry Haik
How can you find out if the student really understands something?
They learn early to play the game – tell the teacher and/or the test what they “want to know” and even the best score leaves something on the table. (In fact, much of the time students just don’t know what they don’t know.)
The idea of understanding is, of course, at the heart of all learning and solving it as a puzzle is one of the three pillars of official educational circles and education.
1. What should they understand (standards)?
2. What (and how) do they currently understand (evaluation)?
3. How best can they understand what they are not doing at the moment (planning experience and training)?
But how do we know if they know it? And what is it?
Understanding as’It
There are problems with the word “IT” on the surface. It sounds unclear. Disturbing. Uncertain. But everyone somehow knows what it is.
“This” is essentially what needs to be learned and can be scary for teachers and students. “This” is everything described by frightening terms such as objective, goals, skills, test, exam, evaluation, failure and success.
And in terms of content “It” can be almost anything: fact, discovery, habit, skill or general concept, from mathematical theory to a scientific process, the meaning of the historical figure for the purpose of the author in text.
So, if the student receives it, beyond purely academic presentation, what can they do? There are many existing taxonomies and characteristics, from Bloom’s to understanding by design 6 aspects of understandingS
The following actions are created as a linear taxonomy, from the most basic to the most complex. The best part of it is its simplicity: most of these actions can be done simply in the classroom in minutes and do not require complicated planning or prolonged exam exam.
By using a quick diagram, concept card, T-diagram, conversation, painting or short response to a magazine, fast face-to-face cooperation, with a slide or through digital/social media, understanding can be evaluated in minutes, which helps to replace the testing and fighter with the climate of the evaluation. It can even be shown on a classroom website or spinning in the classroom to help guide self -study, with students being checked for understanding.
How does this understanding of taxonomy work
I will soon write more about it and soon put it in a more graphic form; Both are critical of using it. (Update: I create a course and teachers to help, use it.) For now, I will say that it can be used to guide the planning, evaluation, design of curricula and self -training. Or to develop Critical Thinking Questions for any area of contentS
Heick’s taxonomy is designed to be simple, arranged as (most) isolated tasks that vary by complexity from less to more. This was said that students should not demonstrate the “highest” levels of understanding – who miss the issue. Any ability to accomplish these tasks is a demonstration of understanding. The less the number of tasks that the student can perform can complete better, but all the “boxes checked” are proof that the student is “receiving”.
36 thinking strategies to help students fight with complexity
Heick Learning’s taxonomy
Domain 1: The parts
- Explain or describe it simply
- Label its main and insignificant parts
- Rate its most important characteristics
- Deconstructing or “unbuttoning” it effectively
- Give examples and non-examples
- Divide it into categories or as an item in wider categories
Exemplary
The revolutionary war
Sample prompts
Explain the revolutionary war in simple words (eg an inevitable rebellion that created a new nation).
Determine the main and insignificant “parts” of the Revolutionary War (eg economy and propaganda, soldiers and tariffs).
Evaluate the Revolutionary War and identify its least and most important characteristics (eg caused effects against city names and minor fights)
Domain 2: All
- Explain it in Micro-Detail and Macro-Context
- Create a diagram that embed it in a standalone context
- Explain how it is and not useful both practical and intellectual
- Play with him casually
- Use it both in parts and in complete
- Revise it expertly and explain the impact of any revisions
Domain 3: The interdependence
- Explain how it refers to similar and unknown ideas
- Direct others to use it
- Explain it differently – and exactly – for both Novak and Expert
- Explain exactly how and where others can misunderstand it
- Compare it with other similar and unknown ideas
- Define analogous but different ideas, concepts or situations
Domain 4: The function
- Apply it in unknown situations
- Create accurate analogies to convey its function or meaning
- Analyze the sweet place of its usefulness
- Redirection
- Know when to use it
- Plausible theorizes its origin
Domain 5: Abstraction
- Shrewdly or skillfully demonstrate your nuance
- Criticize it with respect to what can “miss” or where it is “dishonest” or incomplete
- Debate his “truths” as a supporter or defender of the devil
- Explain her elegance or rudeness
- Analyze its objectivity and subjectivity and how they relate
- Design a sequel, extension, tracking or evolution of it
Domain 6: The self
- Self -directing future training on the subject
- Ask specific, insightful questions about this
- Recall or tell your own sequence or chronology (metacognition)
- It is convenient to use it in different contexts and circumstances
- Determine what they still don’t understand about
- Analyze changes in self -knowledge as a result of understanding
Advanced understanding
Understanding the 6 aspects of Design’s understanding, Bloom’s taxonomy and Marzano’s new taxonomy were also listed in the creation of this taxonomy; Learning taxonomy to understand
