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20 Jan 14
wcudigilitthe act of understanding as being able to “teach it, use it, prove it, connect it, explain it, defend it, [and] read between the lines” (82).
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10 Nov 13
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29 Sep 13
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09 Jan 13
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[i]n teaching for transfer, complete and mature understanding ideally involves the full development of all six kinds of understanding” (85).
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In order to help students develop the ability to explain, they must “be given assignments and assessments that require them to explain what they know and give good reasons in support of it before we can conclude that they understand what was taught” (87).
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reate assessments that ask for students “to reveal their understanding by using such verbs as support, justify, generalize, predict, verify, prove, and substantiate” (87
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provide an explanation on their own, not simply recall;
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Literature teaches us much about the human condition, and through the study of our literature, we can learn more about ourselves.
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In order to help students interpret, we must craft assessments that “ask them to interpret inherently ambiguous matters — far different than typical ‘right answer’ testing” (92).
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Synthesis is what is frequently expected of the mature worker, and the sooner the students are given opportunities to make synthesis on their own, the sooner they will feel that the world of school has something to contribute to them and to the life they will live in the wider society. (93)
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create assessments that are “as close as possible to the situation in which a scholar, artist, engineer, or other professional attacks such problems” (94)
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asks students to create a menu for camp and convince a camp director to adopt it. I think this is a great example of application and probably very much like the job of a real dietician.
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He was right. Period. Do you give off that particular vibe?
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We need to ask our students to look at things from different points of view.
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I think many disciplines encourage students to “walk in another’s shoes,” and to “try to understand another person, people, or culture” (98).
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literature from other time periods, it is critical that we try to look at things from the perspective of people living in that time
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18 Sep 12
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The first facet, the ability to explain, enables a student to understand “how things work, what they imply, where they connect, and why they happened” (86). In order to help students develop the ability to explain, they must “be given assignments and assessments that require them to explain what they know and give good reasons in support of it before we can conclude that they understand what was taught” (87).
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In asking students to apply, we are asking them to be able to “use knowledge” (93). Students demonstrate application knowledge by “using it, adapting it, and customizing it”
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03 Sep 12
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28 Jun 11
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05 Mar 11
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18 Oct 09
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17 Jul 09
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03 Jan 09
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05 Nov 08
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22 Feb 08
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