go through Terry Heick
How do you tell if a student really understands something?
They learn to play games early on – telling teachers and/or testing what they “want to know” and even the best assessments left something on the table. (In fact, a large proportion of students don’t know what they don’t know at all.)
Of course, the idea of understanding is at the heart of all learning and using it as a puzzle solution is one of the three pillars of formal learning environment and education.
1. What do they need to know (standards)?
2. What do they know at the moment (assessment)?
3. How can they best understand what they are doing right now (planning learning experience and guidance)?
But how do we know if they know? What is “it”?
Understand as’it’
On the surface, there is trouble with the word “it it”. It sounds vague. trouble. uncertain. But everyone knows what it is in some way.
Essentially, “this” is essentially something to learn, which is a terrible thing for both teachers and students. “It” is everything, described intimidating terms in goals, goals, proficiency, tests, exams, scores, failures and successes.
In terms of content, “it” can be almost anything: from mathematical theory to scientific processes, a fact, a discovery, a habit, a skill or general concept, the importance of historical figures to the author’s purpose in the text.
So if students get it, what will they be able to do besides pure academic performance? From Bloom to design understanding, there are many existing taxonomy and characteristics 6 understanding aspects.
The following operations are set up in a linear taxonomy, from most basic to the most complex. The best part is its simplicity: Most of these actions can be performed only in class within minutes and do not require complicated planning or extended exam periods.
By using quick charts, concept charts, T-Charts, conversations, pictures or brief responses, quick face-to-face collaboration, export orders or via digital/social media, understanding can be evaluated in minutes, thus evaluating tests and tensions with the atmosphere of assessment. It can even be displayed on the classroom website or hung in the classroom to help guide self-guided learning and check your own understanding.
How this understanding of how taxonomy works
I’ll write more about this soon and put it in a more graphic form as soon as possible; both are crucial to using it. (Update: I also created a course for teachers to help you, use it.) Currently, I can say it can be used to guide planning, assessment, course design and self-guided learning. Or develop Critical thinking issues in any content area.
The essence of the “Heick” learning taxonomy is simple, arranged as (mostly) isolated tasks, with complexity ranging from less to more. That is, students do not have to prove the “highest” level of understanding, which misses this. Any ability to accomplish these tasks is a proof of understanding. Students can complete more tasks, but all the “boxes” of “checking” are evidence that students “get it”.
36 thinking strategies to help students fight in complex ways
Heick Learning Taxonomy
Domain 1: Parts
- Briefly explain or describe
- Mark its primary and secondary parts
- Assess its most important characteristics
- Effectively deconstruct or “deconstruct”
- Examples and non-examples
- Classify it into categories, or use it as a project in a wider category
Sample topic
Revolutionary War
Sample Tips
Explain revolutionary wars from a simple perspective (e.g., the inevitable rebellion creates a new country).
Identify the main and small “parts” of revolutionary wars (e.g., economics and propaganda, soldiers and tariffs).
Assess and determine its minimal, most important characteristics (e.g., causing and affecting city names and small-scale conflicts)
Domain 2: Overall
- Using microscopic details and macroscopic explanations
- Create a chart that embeds it in a self-selected context
- Explain how it is practical and intellectually useful
- Play casually
- Utilize it in various parts and in whole
- Make professional revisions to it and explain the impact of any revisions
Domain 3: Interdependence
- Explain its relationship with similar and non-similar ideas
- Instruct others to use it
- Explain the difference to beginners and experts (it is precisely the explanation)
- Explain exactly how and where others misunderstand it
- Compare this to other similar and non-similar ideas
- Identify similar but very different ideas, concepts, or situations
Domain 4: Function
- Apply when unfamiliar
- Create accurate analogies to convey their functions or meanings
- The best location for analyzing its utility
- Repurpose it with creativity
- Know when Use it
- Reasonably theorize its origin
Domain 5: Abstract
- Insight or cleverly show its nuances
- Criticizing it may be “missed” or “dishonest” or incomplete
- Debate its “truth” as a supporter or a supporter of the devil
- Explain its elegance or rudeness
- Analyze its objectivity and subjectivity, and how the two are connected
- Design sequels, extensions, follow-ups or evolutions
Domain 6: Self
- Self-guided future learning on the topic
- Ask specific, insightful questions about it
- Recalling or narrating one’s own learning order or chronology (metacognition)
- It is comfortable to use in various environments and situations
- Be sure what they still don’t understand
- Analyze and understand the changes in self-knowledge
Advanced understanding
When creating the taxonomy, six understandings of Design, Bloom’s taxonomy and Marzano’s new taxonomy are also mentioned. Understanding of learning taxonomy
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