Ch.+10+notes

Chapter 10 Teaching for Understanding

__**Coverage Versus Uncoverage**__ Uncoverage is not a certain type of teaching or philosophy of education but the way to make any idea accessible and real reagardless of the teaching methods used. =__ The Textbook and teaching for understanding __= =__ The teacher’s crucial role: Designing the right experiences __= =__ Uncoverage: Getting inside the subject’s processes and arguments __= = __More Purposeful thinking about how and when to teach__ =
 * An understanding can never be “covered” if it is to be understood.
 * Part of the “Coverage” problem
 * Textbook as syllabus: a Key misunderstanding.
 * The major problem in unit design is not the textbook -it is the teacher who assumes that the textbook is the course of study from which the design of all work must flow.
 * The text is a resource. That supports the Desired Results specified in Stage 1 of the UbD Template.
 * It is our responsibility as designers not merely to choose good textbooks but to ensure that we sue the textbook for what it does well and compensate for what it does poorly.
 * Understanding has to be earned through carefully designed experiences that uncover the possible meanings of core content.
 * We should seek out textbooks that make clear that important questions are and will always remain alive, that considering ongoing questions is central to a good education.

__ Types of Teaching __
Didactic or direct instruction Facilitative or Constructivist methods Coaching Techniques to Check for Understanding __ Figure 10.5 __ __ P. 248 __
 * Demonstration or modeling
 * Lecture
 * Questions
 * Concept attainment
 * Cooperative learning
 * Discussion
 * Experimental inquiry
 * Graphic representation
 * Guided inquiry
 * Problem based learning
 * Questions (open ended)
 * Reciprocal teaching
 * Simulation (e.g. mock trial)
 * Socratic seminar
 * Writing process
 * Feedback and coaching
 * Guided practice