1. What This Guide Is (and Isn't).
2. Understanding Understanding.
3. The Teaching for Understanding Framework.
4. Generative Topics.
5. Understanding Goals.
6. Performances of Understanding.
7. Ongoing Assessment.
8. Tips and Tools for Planning and Teaching.
9. Teaching for Understanding and Other Educational Practices.
THE AUTHOR
A former middle and high school teacher, Tina Blythe is a researcher for Project Zero at Harvard University's Graduate School of Education.
"A Baedeker's Guide to learning to understand--the ability to
knowand resourcefully use that knowing--and to teaching toward
thatgoal.... This handbook will both encourage and assist
thoseteachers who take on the important challenge of helping
theirstudents to think deeply and resourcefully and to use
thatintellectual power constructively." --Theodore R. Sizer,
chairman,Coalition of Essential Schools
"In exploring the process of teaching for understanding as
teacherspractice it, this monograph succeeds, as few do, in
providingdifferent ways of entering a teachers world. Building on
teachers''inside knowledge,' the authors engage, provoke and
coach-in justthe right ways-so that I, as a teacher, excited by
these new ideas,want the semester to begin tomorrow!" --Ann
Lieberman, TeachersCollege, Columbia University
"This handbook is a Baedeker's Guide to learning to
understand--theability to know and resourcefully to use that
knowing--and toteaching toward that goal. The text is a readable,
comprehensivemixture of argument, explanation, direction and
example. The And of'deep understanding' is a complex idea and in
many schools alamentably unfamiliar one. While never trivializing
the subtlety ofthe task, this handbook will both encourage and
assist thoseteachers who take on the important challenge of helping
theirstudents to think deeply and resourcefully and to use
thatintellectual power constructively." --Theodore R.
Sizer,Chairman
"The Team at Harvard Project Zero has approached the search
for[ital]understanding, using skills and knowledge, from an
incrediblypragmatic perspective. They offer complex ideas and
sophisticatedstrategies in a style that is both readily
understandable and fullof implications and directions for classroom
use. Teachers andadministrators will benefit from this thoughtful
work!" --Thomas R.Hoerr, director of the New City School in St.
Louis, MO
"Teaching that has understanding at its heart needs a
powerfulstructure that nurtures thinking, personal engagement
andmeaningful encounters with curriculum. In our efforts to
maketeaching meaningful and learning matter, the Teaching
forUnderstanding framework has been an invaluable resource."
--SusanElhardt and Richard Walker, adjunct professors through
SeattlePacific University
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