Teaching for Understanding : What it is and how to do it

Name: Teaching for Understanding:What it is and how to do it
ISBN: 9780203805411

doi:10.4324/9780203805411

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ABSTRACT

First published in 2012. Routledge is an imprint of Taylor & Francis, an informa company.

Something to think with • representations • graphic organizers • analogies • the effect of analogies • kinds of analogy • analogy and understanding • bridging analogies • using analogies to change perspectives • limitations of support from analogies • preparing to offer an analogy

chapter 7|16 pages

Surrogate teachers • the surrogate teacher analogy • text as teacher • supporting understanding with text • text and teaching • supporting understanding with information and communication technology (ICT) • ICT and teaching

chapter 8|12 pages

Failing to understand • failure to understand • origins of misconceptions • theories about dealing with misconceptions • strategies for dealing with misconceptions • failing to be creative • emotions matter too

chapter 9|9 pages

The total learning environment • more than one hurdle • the total mental environment • learning behaviours • providing an environment conducive to productive thought • distance education and e-learning environments to foster understanding

chapter 10|7 pages

Knowing what counts • conceptions of learning • children’s conceptions of understanding • older learners’ conceptions of understanding • teachers’ conceptions of understanding and creative thought • conceptions of learning are learned

chapter 11|11 pages

Motivated to understand • motivation to learn • accounts of learning motivation • values • expectancy • emotions • implications for supporting understanding

chapter 12|8 pages

The self-regulation of learning • the self-regulation of learning • examples of self-regulatory strategies • the practice of conscious self-regulation • the development of metacognition • learning to learn • self-regulation and motivation

chapter 13|10 pages

Evaluating understanding • an inescapable condition • some mechanics of assessment • windows on understanding • understanding as a part of the learning environment

chapter 14|7 pages

Changing minds • supporting understanding • a positive and productive learning environment • planning for a positive and productive environment • just connect

Teaching for Understanding

ABSTRACT

TABLE OF CONTENTS

chapter 1|4 pages

Quality counts • why a concern for understanding? • a thumbnail sketch of some underlying ideas • the structure of the book

chapter 2|7 pages

Understanding: a worthwhile goal • what does understanding offer? • understanding as a common educational goal • a worthwhile goal but a secondary concern

chapter 3|12 pages

The nature of understanding • mental connections and structures • different kinds of understanding • understandings in various subjects • some other differences in understandings • providing support for understanding

chapter 4|12 pages

Making connections • constructing a mental representation • working memory • the undermind • constraints on constructing understandings • reconstructed knowledge

chapter 5|15 pages

Mental engagement • a teaching orientation • mental engagement • explanation • questioning • forced prediction • game-like activities • reducing processing load • supporting mental processes • supporting particular kinds of understanding • practice and theory

chapter 6|13 pages