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what we thought to be true – this is the time
that the brain is motivated to make sense of
the experience.
This is also the most opportune time for
learning! The more aware we are of how
children think, the more likely we are to
provide the kind of experiences that support
their search for meaning and understanding.
We can’t force children to understand, but
through effective questioning and providing
meaningful experiences, we can get them
engaged. The key is to get students to think,
and according to Ernest Dimnet, “Education
is the methodical creation of the habit of
thinking.”
“Kids’ views are often just
as valid as the teacher’s.
The best teachers are the
ones that know that.”
Morley Safer
As the “gatherer of information” in our
classrooms, we should strive to uncover the
thinking behind the answers. As educators
we miss out on a huge opportunity for
learning by not taking the time to diagnose
the so-called wrong answers. How would
our classrooms look and sound if we allowed
learners to work in groups to self-assess
their tests, and let them formulate their own
rules for understanding information? Our
challenge is to maximize learning without
interfering with the child’s sense-making
process.
what children really know and understand,
not just whether they have learned to follow
directions. When teachers allow children
to make sense of a task, they are actively
engaged and thinking in a way that would
not happen when they are directed through a
task.
Understanding means we make connections
and see relationships. We “get it.” If teachers
take the time to observe students and ask
questions of them to find out what they
understand, we will become aware that what
is obvious to us is not always obvious to
students. As it is for all learners, children
must construct understanding for themselves.
They must be allowed to go through the
process of “getting it”.
References
Jensen, E (1995). Brain-based Learning and
Teaching. Turning Point Publishing: Del Mar,
CA
Richardson, K (1997). Math Time: The
Learning Environment. Educational
Enrichment: Norman, OK.
Stiggins, R; Arter, J; Chappuis, J and
Chappuis, S (2004, 2006). Classroom
Assessment for Student Learning Doing
It Right-Using It Well . Educational Testing
Service: Portland, OR.
by Cathy Trahan
According to Kathy Richardson (1997), when
our focus is on how children perform rather
than their understanding, we tend to simply
teach children what to say or what to do;
the long division algorithm comes to mind!
We create illusions of learning that we often
view as success but that in fact hide the lack
of understanding. If we truly want to teach
for understanding, then we need to know