Essential questions towards understanding
How can we avoid activity-based and coverage-based design?
The question above posed by Wiggins is of a great significance. He even regards these sorts of activities as curriculum sins. I could also refer to them as unavoidable temptations for teachers. In fact, many teachers and curriculum designers frame units on the basis of content rather than a desired understanding that goes beyond simple facts and knowledge which are easily forgotten. The author points out the vital need of asking our students essential questions which foster inquiry and curiosity. As far as our TEFL area is concerned, we, teachers of English, always start our lessons with a few questions to activate cognition and generate enthusiasm. However, the distinction made by Wiggins between topical essential questions and overarching essential questions is extremely enriching. Sadly, I would say, TEFL teachers might just include yes / no questions aimed at just informing students about the lesson’s objective. By including essential questions in the teaching of foreign languages we could help our students gain a more lasting and long-term learning.
Essential questions for a TEFL curriculum
Wiggins warns us about the danger of asking only topical questions or just overarching ones. He suggests the balance of using both types of questions. Additionally, he insists on the idea of being consistent with the follow-up planning. In other words, if we asked a topical question which is not later sought or covered by an activity, it would be pointless. What is finally highly recommended is the idea of framing our final syllabus on the basis of essential questions. This last idea has turned out to be quite revealing for me. Although most TEFL teachers are not curriculum designers, we could innovate by framing it with such questions. Interestingly enough, TEFL teachers would collaborate and greatly improve the TEFL curriculum avoiding other sins such as too much grammar or only teacher talk.
domingo, 27 de septiembre de 2009
domingo, 6 de septiembre de 2009
Roberto Figueroa Sunday September 6th 17.00
Understanding Vs. Knowing and the disappointing phenomenon of misunderstanding
Most of teachers feel satisfied when their students answer correctly the questions in relation to the contents seen in class. However, are we assessing knowledge or understanding? This is the dilemma presented by Wiggins in the 2nd chapter of his book. Frankly speaking, we might find ourselves in academic situations in which we are merely evaluating the acquisition of knowledge. What is worse, we may not be aware of how harmful and tragical is to expect from our students only the knowledge of things rather than real understanding of them. Although at first students may happen to recall what they have learned, this knowledge will not be memorable if they have not truly understood its main ideas. Assessment plays a fundamental role in this respect. As a matter of fact, transfer of learning is what we should aim at; otherwise, the content previously learned will fail to be memorable in the long run. Ideally, teachers should design activities to make sure their students are able to apply the novel knowledge in a different context. Interestingly enough, the curriculum based on competences, so in fashion today at universities and schools, emphasizes objectives such as summarizing and discussing, among others, which calls for real understanding. Consequently, if we take into account this approach to education, more successful and long-lasting learning could be expected. Finally, misunderstanding could be avoided provided we carefully apply assessment focused on transfer. In practical words, for instance, if in our written tests we only include true and false and multiple choice items disregarding essay questions, which aim at evaluating students’ real understanding, students' learning is likely to fall into oblivion and potential misunderstanding.
Most of teachers feel satisfied when their students answer correctly the questions in relation to the contents seen in class. However, are we assessing knowledge or understanding? This is the dilemma presented by Wiggins in the 2nd chapter of his book. Frankly speaking, we might find ourselves in academic situations in which we are merely evaluating the acquisition of knowledge. What is worse, we may not be aware of how harmful and tragical is to expect from our students only the knowledge of things rather than real understanding of them. Although at first students may happen to recall what they have learned, this knowledge will not be memorable if they have not truly understood its main ideas. Assessment plays a fundamental role in this respect. As a matter of fact, transfer of learning is what we should aim at; otherwise, the content previously learned will fail to be memorable in the long run. Ideally, teachers should design activities to make sure their students are able to apply the novel knowledge in a different context. Interestingly enough, the curriculum based on competences, so in fashion today at universities and schools, emphasizes objectives such as summarizing and discussing, among others, which calls for real understanding. Consequently, if we take into account this approach to education, more successful and long-lasting learning could be expected. Finally, misunderstanding could be avoided provided we carefully apply assessment focused on transfer. In practical words, for instance, if in our written tests we only include true and false and multiple choice items disregarding essay questions, which aim at evaluating students’ real understanding, students' learning is likely to fall into oblivion and potential misunderstanding.
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