Session+6

Session 6 notes
= = Session 6 powerpoint

Rubric for the 6 Facets of Understanding
according to Grant Wiggins and Jay McTighe __**Understanding by Design**__ (For strategies on designing curriculum to develop these facets of understanding, order the book from the __[|Association for Supervision and Curriculum Development])__
 * ** Explanation ** || ** Interpretation ** || ** Application ** || ** Perspective ** || ** Empathy ** || ** Self-knowledge ** ||
 * //Sophisticated:// an unusually thorough, elegant, and inventive account (model, theory, or explanation); fully supported, verified, and justified; deep and broad: goes well beyond the information given. || //Profound:// a powerful and illuminating interpretation and analysis of the importance /meaning/ significance; tells a rich and insightful story: provides a rich history or context; sees deeply and incisively any ironies in the different interpretations. || //Masterful:// fluent, flexible, and efficient; able to use knowledge and skill and adjust understandings well in novel, diverse, and difficult contexts. || //Insightful:// a penetrating and novel viewpoint; effectively critiques and encompasses other plausible perspectives; takes a long and dispassionate view of the issues involved. || //Mature:// disposed and able to see and feel what others see and feel; unusually open to and willing to seek out the odd, alien, or different. || //Wise:// deeply aware of the boundaries of one's own and others' understanding; able to recognize his prejudice and projections; has integrity=able and willing to act on what one understands. ||
 * // In-depth: // an atypical and revealing account, going beyond what is obvious or what was explicitly taught; makes subtle connections; well supported by argument and evidence; novel thinking displayed. || // Revealing: // a nuanced interpretation and analysis of the importance/ meaning/ significance: tells an insightful story; provides a telling history or con text; sees subtle differences, levels, and ironies in diverse interpretations. || // Skilled: // competent in using knowledge and skill and adapting understandings in a variety of appropriate and demanding contexts. || //Thorough:// a revealing and coordinated critical view; makes own view more plausible by considering the plausibility of other perspectives; makes apt criticisms, discriminations, and qualifications. || //Sensitive:// disposed to see and feel what others see and feel; open to the unfamiliar or different. || //Circumspect:// aware of one's ignorance and that of others; aware of one's prejudices; knows the strengths and limits of one's understanding. ||
 * // Developed: // an account that reflects some in-depth and personalized ideas; the student is making the work her own, going beyond the given—there is supported theory here, but insufficient or inadequate evidence and argument. || // Perceptive: // a helpful interpretation or analysis of the importance/ meaning/ significance; tells a clear and instructive story; provides a useful history or con- text; sees different levels of interpretation. || // Able: // able to perform well with knowledge and skill in a few key contexts, with a limited repertoire, flexibility, or adaptability to diverse contexts. || //Considered:// a reasonably critical and comprehensive look at all points of in the context of one's own; makes clear that there is plausibility to other points of view. || //Aware:// knows and feels that others see and feel differently; somewhat able to empathize with others; has difficulty making sense of odd or alien views. || //Thoughtful:// generally aware of what is and is not understood; aware of how prejudice and projection can occur without awareness and shape one's views. ||
 * // Intuitive: // an incomplete account but with apt and insightful ideas; extends and deepens some of what was learned; some "reading between the lines"; account has limited support/ argument/data or sweeping generalizations. There is a theory, but one with limited testing and evidence. || // Interpreted: // a plausible interpretation or analysis of the importance/ meaning/ signficance; makes sense of a story; provides a history or context. || // Apprentice: // relies on a limited repertoire of routines; able to perform well in familiar or simple contexts, with perhaps some needed coaching; limited use of personal judgment and responsiveness to specifics of feedback/situation. || //Aware:// knows of different points of view and somewhat able to place own view in perspective, but weakness in considering worth of each perspective or critiquing each perspective, especially one's own; uncritical about tacit assumptions. || //Developing:// has some capacity and self-discipline to "walk in another's shoes, but is still primarily limited to one's own reactions and attitudes: puzzled or put off by different feeling. || //Unreflective:// generally unaware of one's specific ignorance; generally unaware of how subjective prejudgments color understandings. ||
 * // Naive: // a superficial account; more descriptive than analytical or creative; a fragmentary or sketchy account of facts/ideas or glib generalizations; a black-and-white account less a theory than an unexamined hunch or borrowed idea. || // Literal: // a simplistic or superficial reading; mechanical translation; a decoding with little or no interpretation; no sense of wider importance or significance; a restatement of what was taught or read. || // Novice: // can perform only with coaching or relies on highly scripted, singular "plug-in" (algorithmic and mechanical) skills, procedures. or approaches. || //Uncritical:// unaware of differing points view; prone to overlook or ignore other perspectives; has difficulty imagining other ways of seeing things; prone to egocentric argument and personal criticisms. || //Egocentric:// has little or no empathy beyond intellectual awareness of others; sees things through own ideas and feelings; ignores or is threatened or puzzled by different feelings, attitudes, or views. || //Innocent:// completely unaware of the bounds of one's understanding and of the role of projection and prejudice in opinions and attempts to understand. ||