Teaching for Meaning Pages 26-31 You Can Teach for Meaning
Teaching for meaning is an engaging idea, but many teachers find it problematic in this age of mandates and standardized tests. Jay McTighe, Elliott Seif, and Grant Wiggins Teaching is more than covering content, learning is more than merely taking in, and assessment is more than accurate recall. Me...
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ftciteseerx:oai:CiteSeerX.psu:10.1.1.513.6808 2023-05-15T16:07:13+02:00 Teaching for Meaning Pages 26-31 You Can Teach for Meaning The Pennsylvania State University CiteSeerX Archives 2004 application/pdf http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.513.6808 http://www.ascd.org/ASCD/pdf/journals/ed_lead/el200409_mctighe.pdf en eng http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.513.6808 http://www.ascd.org/ASCD/pdf/journals/ed_lead/el200409_mctighe.pdf Metadata may be used without restrictions as long as the oai identifier remains attached to it. http://www.ascd.org/ASCD/pdf/journals/ed_lead/el200409_mctighe.pdf text 2004 ftciteseerx 2016-01-08T09:46:26Z Teaching for meaning is an engaging idea, but many teachers find it problematic in this age of mandates and standardized tests. Jay McTighe, Elliott Seif, and Grant Wiggins Teaching is more than covering content, learning is more than merely taking in, and assessment is more than accurate recall. Meaning must be made, and understanding must be earned. Students are more likely to make meaning and gain understanding when they link new information to prior knowledge, relate facts to “big ideas, ” explore essential questions, and apply their learning in new contexts. Consider the following classroom scenarios (Tharp, Estrada, & Yamauchi, 2000). A 6th grade teacher asks students to collect data from home on the height and weight of various family members. Students discuss the following questions in groups: How could we represent these data? What is the most effective way? Students decide on specific approaches and share them with the class. A spirited discussion takes place on the best approach. A 4th grade teacher asks students to explore the Eskimo culture through research and Text eskimo* Unknown Elliott ENVELOPE(102.867,102.867,-65.867,-65.867) Estrada ENVELOPE(-61.100,-61.100,-66.000,-66.000) |
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Teaching for meaning is an engaging idea, but many teachers find it problematic in this age of mandates and standardized tests. Jay McTighe, Elliott Seif, and Grant Wiggins Teaching is more than covering content, learning is more than merely taking in, and assessment is more than accurate recall. Meaning must be made, and understanding must be earned. Students are more likely to make meaning and gain understanding when they link new information to prior knowledge, relate facts to “big ideas, ” explore essential questions, and apply their learning in new contexts. Consider the following classroom scenarios (Tharp, Estrada, & Yamauchi, 2000). A 6th grade teacher asks students to collect data from home on the height and weight of various family members. Students discuss the following questions in groups: How could we represent these data? What is the most effective way? Students decide on specific approaches and share them with the class. A spirited discussion takes place on the best approach. A 4th grade teacher asks students to explore the Eskimo culture through research and |
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The Pennsylvania State University CiteSeerX Archives |
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Teaching for Meaning Pages 26-31 You Can Teach for Meaning |
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Teaching for Meaning Pages 26-31 You Can Teach for Meaning |
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Teaching for Meaning Pages 26-31 You Can Teach for Meaning |
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Teaching for Meaning Pages 26-31 You Can Teach for Meaning |
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Teaching for Meaning Pages 26-31 You Can Teach for Meaning |
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Teaching for Meaning Pages 26-31 You Can Teach for Meaning |
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teaching for meaning pages 26-31 you can teach for meaning |
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2004 |
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