Teaching Design for Understanding Chapter 10 Teaching for Understanding

A boy said that he taught the dog to talk. When his friend asked the dog to perform, the dog could do nothing but bark. So his friend said, "I remember you said you taught him to talk." "Yes, I taught it." The boy who claimed to be the coach replied, "I taught him, not that he learned."

I understand this joke, and at some point after the evaluation of teaching, I will also say, "I taught them this question in class, but why can't I do it in the exam?" It's really not our children's fault. As the book says, our understanding can't be transformed into students' knowledge simply by listening and listening. Every teacher should learn to reveal and avoid indoctrination. Successful teaching does not use a big push technology, nor does it give learners a lot of feedback, but promotes learners' understanding of the teaching content through vocabulary, activities, tools, guided reflection, learners' efforts and feedback.

? How to "reveal" the content to help students gain understanding? Here I think the three teaching types mentioned and the roles played by the three teachers are very helpful to me. These three teaching types are: teaching method, construction assistance method and individual guidance method. The roles of the three teachers are: designer, evaluator of students' homework and researcher of personal efficacy.

Teaching means that teachers teach directly, and through clear teaching and students' reading, they can get some contents in the text in the fastest and most effective way, and then check students' understanding of them. I think it is important to check whether the students understand this point after speaking.

The method of constructing auxiliary students is more complicated, which includes mutual cooperation, questioning, research, summary, guidance and support from teachers. I think this teaching method is student-centered and teacher-led. I often use this teaching method in class, but cooperative learning between students can't really play a role in learning. We need to learn some cooperative learning methods here.

Individual guidance method. Personalized tutoring provided by teachers for students.

The application of the three methods depends on the course focus, students' needs, available time and other factors. It is particularly good to give some suggestions in the book. If the goal of the module is to develop major skills, then personalized coaching is the key. For example, learning to write, holding a pen posture, and writing the first word in grade one all need children's help. If the learning goal is to understand an illegal and intuitive point of view, then a large number of well-designed and inquiry-promoting experiences are needed. It is what we usually call the teaching difficulty. For the consolidation of learning after learning experience, the teaching method may be the most effective.

After reading this book, I found that I am still far from being a teacher who can guide students' learning. There is still a long way to go. Borrow a sentence from Li Sao to cheer us up. "The road is long, and I will go up and down."