Teaching for understanding
Understanding is one of the most cherished goals of education. Teaching for understanding can bring knowledge to life by requiring students to manipulate knowledge in various ways. For instance, understanding a historical event means going beyond the facts to explain them, explore the remote causes, discuss the incident as different people might see it from their own perspectives, ans skeptically critique what various sources say.
History of Teaching for Understanding:
A number of years ago, several colleagues at Harvard Graduate School of Education, developed the Teaching for Understanding framework, which centers on the idea of performances of understanding (Blythe & Associates, 1998; Gardner, 1999; Perkins & Blythe, 1994) and investigated the development of learning processes in children, adults, and organizations since 1967. Today, named, Project Zero is building on this research to help create communities of reflective, independent learners; to enhance deep understanding within disciplines; and to promote critical and creative thinking. Project Zero's mission is to understand and enhance learning, thinking, and creativity in the arts, as well as humanistic and scientific disciplines, at the individual and institutional levels. The research programs are based on a detailed understanding of human cognitive development and of the process of learning in the arts and other disciplines. They place the learner at the center of the educational process, respecting the different ways in which an individual learns at various stages of life, as well as differences among individuals in the ways they perceive the world and express their ideas. Teaching for Understanding or, now a days named PZ (Project Zero) has passed through several stages: l. Conceptual Groundwork (1967-1971):
During its early years, PZ consisted of a loose collection of 10-15 research assistants and senior scholars. Included in this group were: psychologist Paul...
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