Understanding by design - Essential questions

I found this chapter particularly interesting because it is connected with the belief of the teacher seen as a guide. The author explains that through different types of questions, we as teachers are able to promote deeper thinking in our students. In other words, instead of giving our students the right answer to a certain question, we are able to trigger in them the possibility to come out with more questions, which would be the result of a process where student are capable of reaching more complex process of thinking. In this sense, the teacher is not seen as the provider of contents, but is the one who promotes students' higher-order thinking, such as analyzing, relating, connecting, associating, among oyhers. This also entails that the teacher do not states superficial or memory questions, but meaningful and striving ones which lead students to develop the process of thinking and understanding more fruitfully.

Understanding by design - The six facets of understanding

This chapter is really interesting because it deals with the facets thatintegrate or conform the process of understanding. As it was said before, this process tends to be confused with knowledge, however they are nor the same as understanding is by far a more complex process with requires certain evidence. I believe that this chapter is totally useful for us because by getting to know the facets of this process, for us it is easier to know how to reach understanding and how we can find ways in which we can cover the contents more meaningfully based on understanding. Also, by knowing the facets of understanding we will know how to check whether our students are understanding or not.

Understanding by design - Gaining clarity on our goals

In this part of the book the author explains that as it was previously said, goals and objectives are the head that guide our teaching process and the way we face them. In this regard, it is quite relevant to stablish clear and specific goals, which are going to delineate for instance the kinds of activities and the procedures that we will take throughout the teaching process. The author says that the learning goals are not always the same, therefore, we have to know how to differenciate them in order to establish what set of actions we will take to reach those goals. That is why it is important to clarify the objectives of our teaching, so we can be conscious of the activities and tasks we will carry out. In this respect, I may say that in my ELABS I have noticed that teachers in general do not consider the goals when it comes to teaching, therefore their teaching is not meaningful at all, as they only cover contents in isolation.

Understanding by design - Understanding Understanding

In this chapter, the author talks about the uncertainty that exists in relation to the term understanding. Many people tend to confuse this term with knowledge, but actually they are not the same, though in a way they are related. However, it is stated that understanding is a more complex process, which implies a set of actions. As teachers, for us it is really important to be aware of the meaning of understanding, because this aspect is something that we are constantly working with when we are teaching and very frequently that concept becomes part of our objectives and goals. So, if we are going to expect that our students understand certain thing, it is neccesary for us to know what it means and what it implies.

Understanding by design - Backward design

As the the headline suggests, this chapter deals with the fact that teachers need to be aware of the purpose of their teaching in order to plan the activities and actions they will carry out aiming at that determined end. In this sense, it is essential for teachers to know what is the goal we want to reach or the direction we want to move to in order to design the curriculum. According to this, irrespective of the aspects that are considered to be standard when it comes to setting the goals, teachers need to consider the reality and the context they are immersed in when they have to create the curriculum. In relation to this, I believe that as professionals we have to analyze and evaluate what we want to achieve according to the reality of our students and specially their interests, being able to adapt our pedagogical practice to the context we are working at and the people we are working with. However, it does not mean that we have to understimate our students or their capabilities, on the contrary for us it is necessary to boost and encourage them.

Conclusion: What do I walk away with?

At the end of this semester, I can say that I walk away with the huge challenge that means to be aware of the enormous responsibility that teachers have in society. In addition to this, being able to understand that teacher identity is constructed in the way, so through practice and experience we are able to discover who we really are and who we want to become as well. In this sense, teacher identity can vary notoriously from one person to another. Yet, in my view, there are some basic characteristics or responsibilities that teachers need to fulfill as educators considering the important role they carry out in society. 

Video Lesson

Unfortunately, the video I recorded of myself doing classes had problems with the audio, so I could not upload it. However, with respect to the reflection of my practice, I can say that the effectiveness of my communication with students at the beginning (ELAB I) in comparison to current times (ELAB IV), has improved considerably. In this regard, I am communicating more effectively with my students because I have been able to find ways in which my students are capable of understanding what I say more easily. For instance, using simpler words and expressions if their level of english is low or elementary and adapting my vocabulary to the context/reality in which I am working in.