Unit 5

Wiske et al (2004) introduce educators to the Teaching for Understanding (TfU) framework for two major purposes: 1) to ensure that curriculum design focuses on developing students’ understanding, and 2) to clarify how technology provides significant educational leverage. In order to help achieve these purposes, the TfU framework focuses on five key features (generative topics, understanding goals, performances of understanding, ongoing assessment, and reflective collaborative communities).

In this unit we’ll look at the framework’s incorporation of generative topics into curriculum and lesson planning. We think educators’ use of generative topics within the TfU framework could be strengthened through the use of essential questions, a curricular strategy originated by Theodore Sizer (Coalition of Essential Schools) and later developed by Wiggins & McTighe (Understanding by Design, 1998/2006 optional reading).

Let’s use this discussion forum to share examples of generative topics and essential questions from your experience, and/or your group/individual projects. How might these generative topics and essential questions help focus student understanding and leverage technology’s use and integration?

As your group work develops, you may be using other spaces (threads, wikis, etc.) to brainstorm your project – however do also post your ideas regarding generative topics and essential questions here so others can learn from your experiences.

Be sure to read the Unit V description for introductory information and optional links/readings on essential questions. A particularly useful resource is the Connecticut science curriculum frameworks, which is structured with essential questions (find examples of questions by searching for question marks in the document).

Unit 5

How does the Teaching for Understanding with Technology (TfU) Framework compare / contrast (similarities, differences, strengths, weaknesses, etc.) with other frameworks/perspectives/strategies that we have been looking at in readings (required or optional) and is it compatible with them? You could also expand this analysis to include other frameworks/ perspectives/ strategies with which you are familiar.



Some examples of comparable frameworks/perspectives/strategies may include:

1) Dewey multiple arguments about the child and the curriculum

2) Jonassen’s emphasis on meaningful learning and mindtools,

3) Uden & Beaumont’s problem-based learning,

4) Sharans’ Group Investigation,

5) Grant & Wiggins’ Understanding by Design model with essential questions and backwards design (optional).

In looking at the first two features of the TfU framework, Generative Topics and Understanding Goals, there are similarities and differences to Uden and Beaumont's problem based learning.

PBL is predicated on "carefully selected and designed problems" that students learn to solve. The aim is solving the constructed problem, and, more importantly, learning in the process. The problem to solve may or may not be fascinating and compelling to the teacher.

The TfU framework is based on generative topics that don't necessarily aim to solve a problem but in fact have a "bottomless" quality that generates and rewards continued inquiry, as stated in exhibit 1.1 of our text. This would imply that the topic be broader and less specific than target problems in PBL. There is a limitless quality here.

The TfU framework clearly defines and states goals where this is not overtly articulated in PBL. In contrast, in PBL learning issues are identified in the process of working through the problem.

Spreadsheets as mindtools in an EFL context

At first was I reaching to find ways in which spreadsheets can be used to facilitate English language learning.

-students can practice writing about the data represented on the spreadsheet
-spreadsheets can be used to facilitate learning of conditional sentences
-listening practice

Mindtools discussion

Howie's question-Jonassen says that people us each of the mindtools he describes to model the world in a different way. What do you think of this idea?



Jonassen says that "when students teach the computer, they represent their internal, mental modes in different ways using different programs." This enables learning to become more tailored to an individual's style of learning and view of the world. Using mindtools allows students to externalize what had only been an internal thought process. This is highly individualist and enables that unique modeling spoken about in the initial question.

I agree with Paul that this speaks to the idea of constructivist learning in that mindtools, in general, allow personal representations of learning to be evidenced.




In what way does any of these mindtools model the world? Or, what different kinds of thinking are used when we use different mindtools to model the world?

Mindtools, Moodle and our competitors

Just thinking about what Jonassen is saying and thinking how it relates to the evolution of our offerings. EF (our competitor) is using their product Efekta to "teach" students, as Jonassen says in his forst paragraph on page 82. the technology is judging the students' responses and determining how well the students have understood or remembered.

With our adoption of Moodle, we're allowing ourselves the freedom and flexibility to adapt our offerings to allow students' minds to be engaged in different kinds of thinking.

Experiences with tools-summary to date

Since I'm somewhat behind, I think it best to summarize here what I've been doing with the tools to date:

WebQuests-haven't done any actual work with these yet but I see tremendous potential for our ESL students, particularly when used with Smart Boards. I've investigated the SDSU site and there are lots of ESL Web Quests available.

Blogs-Hadn't used a blog before this course. I can see where they would be useful in ESL teaching for student journals. However, I don't see them as useful as, for example, a wiki, for collaborative work. I did use the blog as a central tool for information for our tragedy and that was somewhat collaborative. However, it was used for an extremely short period of time and for that reason it was successful. It was also somewhat collaborative. It does help me organize my thoughts and keep the completion of assignments organized, which is a good thing. I can see where it's useful for the teachers in the same way, though the teachers have a lot of blogs to look through.

Wiki's-my new essential tool. I'd had limited exposure to wikis before this course. I'd started one or two wikis as collaborative tools. However, during this course, and in particular using the course wiki, I've become more fluent in the uses, the benefits and the limitations.

Google docs-Have had limited exposure but I see tremendous potential here too. See other blog post about this. I don't see the immediate application of the spreadsheet application for ESL but I need to think that through a bit.

Flikr-anything with pictures works well in an ESL environment. There are so many ways teachers can exploit this tool they are too numerous to mention. I've had limited personal experience, again, with this but enough to begin to think how we can use it in class.

Webspiration-I've used this to collaborate with colleagues in other parts of the US and other parts of the world. We're in the midst of piloting our "digital classroom", a class where students will use their PC's in the classroom to interact with the teachers in real time. There are training, logistical and technical issues to deal with. The Webspiration has allowed us to brainstorm.

Delicious-a great personal productivity tool for me to date. I've used it in this sense so far and am only beginning to consider how teachers can use this with their classes.

Experiences with tools-Google Docs

In my role I am responsible for the coordination of our accreditation. The accreditation process requires each of our eight centers to write a self-analytical report. I have created a series of compliance teams to collaborative write the reports. I introduced Google Docs as the tool of choice to use for this task.

The only problem is that I must now convince our IT people that this is a worthwhile tool. All personal email is blocked on our staff computers, which is incredibly irritating. We are treated like children who will be irresponsibly playing online-sorry, small bit of venting there.

I see this as an opportunity to educate our IT folks about what we do and where we are heading with technology. However, it's a stumbling block that I hadn't anticipated.