Evidence of Understanding


Unoma Chanda Ashibuogwu

Table Of Content

1 . Introduction ----------------------------------------------------------4 2 . My concept of understanding----------------------------------------4 3. Exploration Focus-------------------------------------------------------5 several. 1 Info Collection----------------------------------------------6 3. 2 Observations------------------------------------------------7 3. some Research Summary-----------------------------------------8 4. Conclusion------------------------------------------------------------9 5. References-----------------------------------------------------------11 6. Appendices------------------------------------------------------------12

1 . Launch.

When educating a topic upon fractions to my season 2 learners in the 3 rd term I had almost used it with no consideration that they could remember the last information they had on jeu as we got treated it in the first term yet I found out this was not often the case. This kind of led myself to discover that while the whole category knew what fractions had been only a handful actually realized that fractions involved writing objects and not just being able to shade in worksheets on layouts of halves and sectors. This helped me discover that as being a teacher I needed to be sure understanding had taken place in my class because ‘new understanding performances are built upon previous understandings and new information given by the instructional setting'(Perkins, 1997). My spouse and i realised that although the higher capacity children understood fractions as being part of a whole number of items the lower kinds saw fractions as at most the shapes they had girl in their books. This helped me realise the fact that concept of domaine was quite different for each person in my category and as such Required to discover how they were able to express their understanding. My focus in this exercise was to research the ways in which I could see some sort of evidence which a concept had been understood during my classroom. Was it by verbal answers only when the child is able to talk about the mental representations(Perkins, 1997) they have developed in their mind or was it by performance(Perkins, 1997)only when the kid is able to perform an activity depending on the mental representations created or with a combination of the two in which they can be able to make use of the knowledge received flexibly?

2 . My notion of understanding

Understanding, intelligence and knowledge will be three very closely related principles which usually arise simultaneously in education although not in all circumstances. Gaining understanding is very unlike understanding in my view because in the event knowledge gained cannot be utilized and employed flexibly in real life scenarios then total understanding has not taken place inside the individual. Intellect has been thought as ‘a basic ability that may be found in different degrees in every individuals. (Gardner, 1993: 14)'. This must mean that a person's level and type of brains will influence that person's ability to gain the knowledge that's needed is to acquire proper knowledge of a concept. To quote David Perkins, understanding is defined as the capability ‘'to think and act flexibly using what one knows''(Perkins, 1997: 40). It has already been stated that ‘….. understanding is in fact the reshaping of older knowledge in the light of recent ways of seeing things'( Barnes, 1992: 125). Since pondering is an internal process that goes on inside the human brain this means in that case that if an individual are unable to interpret and act on or perhaps build on the information of a new concept or activity in that case that concept has not been totally understood. Understanding, to me, can be therefore internal and mental (representational )(Perkins, 1997) nevertheless should be described through individual activity(performance)(Perkins, 1997) as well. I believe understanding...

Referrals: 1 . Barnes, D. (1992)The Role of talk in learning. In Grettle K. (ed)Thinking Voices. The Work of the Nationwide Curriculum Task London: Hodder and Stoughton

2 . Dark-colored, P

3. Gardner, H(1993)'A Curved Version'from Multiple Intelligences the theory in practice. New York: Basic Literature

6. Maybin l., Mercer, N., Stierer, B (1992) Scaffolding learning in the classroom. In Norman T. (ed) Thinking Voices. The Work of The Nationwide Curriculum Job London: Hodder and Stoughton

7. Perkins, D

12. Vygotsky Lev (1978) Mind and Society. Cambridge Massachusettes, Harvard University Press.


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