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).