How They Get It: A New, Simple Taxonomy For Understanding
How They Get It: A New, Simple Taxonomy For Understanding by Terry Heick How can you tell if a student really understands something? They learn early on to fake understanding exceptionally well, and even the best assessment leaves something on the table. (In truth, a big portion of the time students simply don’t know what they don’t know.) The idea of understanding is, of course, at the heart of all learning, and solving it as a puzzle is one of the three pillars of formal learning environments and education. 1. 2. 3. But how do we know if they know it? Understanding As “It” On the surface, there is trouble with the word “it.” “It” is essentially what is to be learned, and it can be scary thing to both teachers and students. And in terms of content, “it” could be almost anything: a fact, a discovery, a habit, skill, or general concept, from a mathematical theory to a scientific process, the importance of a historical figure to an author’s purpose in a text. How It Works Early Understanding 1.
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