Understanding by Design with Technology

Wiske, Franz, and Breit, Ch. 3-5

In designing lessons that will develop a deep understanding of the material, teachers must consider several points. First, how can the material be introduced in a manner that will generate interest and thus engage the students? Second, how can students go beyond being cognizant of the learning goals the teachers have set for them and actually internalize them? Third, how can students authentically demonstrate their internalization of the goals? Fourth, what role can technology play in enhancing student understanding? Finally, how does it meet the state, local and national laws as they pertain to the No Child Left Behind legislation enacted in 2002?

In Chapter 3 of Wiske’s Teaching for understanding with technology, an elementary school teacher elicits excitement about patterns and symbols through the use of quilt blocks as a new one is posted each day to form a pattern. Students keep a photo journal which documents their observations and class discussions. The thought processes elicited by the journaling helps students develop the mentality of a mathematician. This is an excellent way for students to realize metacognition. In addition, a website allows students to share their work with their parents. Involving parents is always beneficial. Not only does this allow for parents to be drawn into the learning process, it also allows them to see the value of providing schools with the technology to make such an interaction possible.

In Chapter 4, a water habitat project is described wherein elementary students record field data at a local city park and go on to share their data through a global project. Students are naturally engaged by the project due to its physical proximity to their lives and they value accurately recording their findings since it will go beyond the school’s walls. Crucial in developing the lesson plan is for the teacher’s “understanding” goals to be made explicit. Understanding goals allow students “to make connections, create a solution, or apply knowledge in a new context. Another important feature of understanding goals is that they define coherent connections between any lesson or learning activity and broader overarching goals” (Wiske, Franz, and Breit, 2005). This is echoed by Wiggins and McTighe in their book, Understanding by Design, where they write: “…teacher-designers must help students uncover not just facts or concepts but the big ideas” (Wiggins, and McTighe, 1998).

In Chapter 5, students virtually team up with other classrooms to develop the concept of caring through their art and writing. This exchange culminates in a Global Art Show. Students communicate worldwide—sometimes impeded by the language barrier. Fortunately, though, art can often be understood without the benefit of translated documentation as art is a language unto itself. As the authors write: “(B)y collaborating beyond the context of their own classroom, students gain a deeper understnading of universal relevance and varied interpretations….” (Wiske, Franz, and Breit, 2005).

It is interesting that in all of these learning situations, the assessment has not been formal—or at least not formally described. This is in direct contradiction to the strict testing requirements devised by the federal government in light of the No Child Left Behind Act. As a matter of fact, on a U.S. Department of Education website, it is written that: “Too many of our nation's schools have not measured up because our measures for success have been ineffective. That's why under the No Child Left Behind Act of 2001, which passed the U.S. Congress with strong bipartisan support, states are required to use a method of measuring student progress that teachers use in their classrooms every day—testing” (www.nclb.gov, 2003). None of the anecdotes above mention formal testing—much less the type recommended by the government. Indeed, such formal testing would seem anathema to all manner of “deep” understanding that students achieve as a result of the projects described above.

In my quest to offer activities which bring students to a deeper understanding, not only of the material, but of the overarching goals, I have concluded that it first and foremost needs to “grab” the student’s attention. Another fashion in which to lure students into a project is to offer them the freedom of choice. Therefore, I have opted to engage students in the design of a Webquest relating to a cultural topic of their choice--within the purview of the curriculum’s coverage. Development of the Webquest would need to be guided by a rubric and an explicit statement of overarching goals for the project. Research would need to be conducted using the Internet. And, finally, posting these Webquests on the school’s website would make each student’s product universally accessible, thereby lending great importance to its accuracy and authenticity.

Sources:

(2003). No child left behind. Retrieved October 5, 2006, from U.S. Department of Education Web site: http://www.nclb.gov

Wiggins, G., & McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development.

Wiske, M., Franz, K., & Breit, L. (2005). Teaching for understanding with technology. San Francisco: Jossey-Bass.