“…the ability to think and act flexibly with what one knows.” David Perkins in Teaching for Understanding, Wiske et al (1998)

Engages students in active discovery Facilitates the construction of knowledge through a series of increasingly challenging “performances” Is central to a domain or discipline Carefully scaffolds activities and group interactions Provides multiple entry points Involves a cyclical, reflective process

A Framework for CURRICULUMDESIGN

Framework Elements Performances of Understanding Understanding Goals Ongoing Assessment Reflective, Collaborative Community Generative Topic

Framework Elements Connects to teacher’s passion Relevant to students’ lives and experiences Relates to multiple important ideas in a discipline Accessible through multiple entry points “Bottomless”

V Support overarching goals (“Throughlines”) V Connect to challenging material deep within a discipline* Knowledge Methods Forms Purposes Understanding Goals V Address targets of difficulty for teacher and students Framework Elements *Some goals also may address technology proficiency and 21st century skills

Introductory Guided Culminating Performances of Understanding Framework Elements Linked to goals and ongoing assessment “Messing About”

Ongoing Assessment Framework Elements Teacher assessment Peer assessment Self-assessment Some performances also are assessments CyclicalMetacognitiveExplicit

Reflective, Collaborative Community Framework Elements Representing and communicating one’s experiences Co-constructing understanding with others Recognizing diverse cultural perspectives Joint problem-solving

Two Examples Framework Elements High School Science: Equilibrium Middle School Social Studies: Understanding Byzantium

New Technology and Teaching for Understanding Allow learners to pursue different aspects of a topic Connect to authentic collaborators & audiences Make abstract concepts visible Present ideas in multiple media Provide immediate feedback Make collaboration efficient Use same tools used by practitioners Support experimentation Allow individual inquiry Access to real data and artifacts Support independent learning Provide access to many cultures and disciplines Keep goals visible

Teachers’ and Students’ Parallel Learning Digital Age Literacy Science, economics, technology Visual & information Multicultural & global Inventive Thinking Capacity for complexity Self-direction Curiosity, creativity, risk-taking Higher order thinking, reasoning Effective Communication Collaboration & interpersonal skill Personal, civic & social responsibility Interactive communication High Productivity Prioritizing, planning, results Use of “real world tools” Ability to produce quality products