In the previous blog, a question was posed: How do we know if a learner truly “understands”? Ultimately, every learner wants to achieve an understanding of the material being learned. In this blog, we will briefly explore the six facets- or six aspects- of understanding presented by authors Grant Wiggins and Jay McTighe. In other words, we will look at “Understanding” with a multi-faceted view.
First, a true understanding entails an ability to explain. Perhaps this is why we always hear the popular statement: If you can teach it, you understand it. And by explaining, we do NOT mean a mere regurgitation of the content learned, rather a stress on the how and why is what matters. Why is knowing the law of gravity important? How is it that infants learn languages so fluently and quickly?! As the authors explain, this facet involves making inferences, connections, and associations.
Second, one who understands should be able to interpret; that is, to be able to tell meaningful stories. An interpretation includes being able to narrate and translate. Questions such as “What does it mean?” and “Why does it matter?” are explored. A good narrative or story, for example, can help us remember and connect, as well as find meaning in what may have previously seemed abstract or irrelevant.
Third, the ability to apply or use the content learned in diverse and real contexts is important. “How and where can we use this knowledge, skill, or process?” (Understanding by Design, pg. 92). What comes to mind is the necessity of medical students to complete their clinical rotations (or any students covering the application and practical segment of their education). To truly understand, learners must experience firsthand the knowledge at work.
Fourth, learners are expected to have perspective. Can they see and hear different points of views? Can they see the bigger picture? The authors put it great: “ِA student with perspective is alert to what is taken for granted, assumed, overlooked, or glossed over in an inquiry or theory.” (pg. 95)
Facet number five is the ability to empathize. As a learner, can you truly find value in what others might find odd? The ability to find value in what others deem plausible is in of itself a merit! Many of us have heard the saying: Walk in others’ shoes. By walking in their shoes, we need to find meaning in what they think or accept. Ponder upon the question: “What do they see that I don’t?” Who knows? Maybe you will find some insightful arguments which may lead you to a change of heart.
The sixth and final facet of understanding is having self-knowledge. As the authors put it, we need to show “metacognitive awareness”. Let’s face it; we have personal biases, prejudices, and our own habits of mind. These shape the way we think. As scholars and learners, to be aware of what we understand and do not understand goes a long way. Questions we should reflect on are: “What are the limits of my understanding?” and “What are my blind spots?”
In conclusion, the ability to “understand” requires and entails much more than we may have thought. Stay tuned in the next post as we continue our discussion on “Essential Questions”. Now that we have explored the term “understanding”-as it is ultimately the goal behind asking an essential question- let us now take a look at this concept explored by the authors Grant Wiggins and Jay McTighe.
Based on what was presented in the previous post, we understand that a culture of inquiry is necessary for the academic progression of the learner;
Topic 1: Essential Questions This series of blogs will explore some of the main concepts introduced by the authors of the books “Understanding by Design”
