Understanding by design chapter 4

When we talk about understanding we are also referring to a multi-faceted comprehension of itself. These facets are related to different approaches which are important an necessary in order to have a mature understanding.

• able to explain. it is related to the ability of explain, justify, make connections and give examples of a certain issue providing facts and data
• able to interpret. the ability of owning learning experiences and be able to explain them by using stories, ideas and events (personal dimension).
• able to apply. Related to the capacity of transform the understanding in actions. Do the subject in real contexts
• have perspective. be able to observe and listen to different point of views under the light of the critical thinking.
• able to empathize. take into account what other people might find odd. Perceive how other experiences are related.
• have self- knowledge. Be able to identify my own prejudices, beliefs and ideas. Show metacognitive awareness reflected on the meaning of experience and learning.

All these abilities might help to clarify the desired understandings, the best assesments and learning activities that are most likely to help students to achieve the goals of the course. In other words, we help to avoid missundertsandings and we make sure that the class design is an enabler of expected knowledge and performance.

Understanding by design chapter 3

Gaining clarity in our goals.
When we design a curriculum or we plan a class, we have to consider the following path about goals in order to do not get lost and make the class more richful and meaningful:

1. Identify the goals.
We do not have to forget the purposes of the class. We must have these goals clearly identified. hence, the class is straight to the point and we avoid going by the trenches.

2. Understand the goals
We have to clearly comprehend the sheer matter of the goals we have identified beforehand. then, we have to ask ourselves how important they are, and how we are going to take them into account in our planning

3. Considering skills and a framework
Before we have identified and understand the goals for the class, we have to contextualise them with the reality of the class. Which abilities does my students have? which ones they need?. before we have that clear, it is possible to start planning.

4. goals achievement
At this point, teachers have to be able to identify what are the skills students need to do a specific activity and which ones they are going to acquire. also we have to know what is the expected learning and how it is related to the main purpose of the class.
it is asked to be aware of the importance of all the aspects in the lesson planning. Teachers have to discriminate activities in order to use the class available time in the best way possibe.

understanding by design chapter 2

"Understand"... do we really understand what does "understand" mean?
there is a problem related to the difference between knowledge and understanding. According to what Wiggins said about understanding, it is a menthal process which is more complex than just knowing something. Understanding is the process of comprehend and assimilate what is the main trunk of something in order to fully comprehend all the branches.
Hence, there is evidence of how important understandig is. Teachers have to understand many things before design a curriculum:
What is the importance of this content? is it really useful?
does this activity work? what can the students learn from it?
When we understand all these questions before designing and we do not lose our object of sight, we will improve the class efficiency and students proficiency