Big Idea #1: What does it mean to learn? Include thoughts and definitions regarding knowing and understanding.
I would define learning as an acquisition of knowledge. I don’t feel that learning is as simple as memorizing facts, but more of a process of thinking that brings a learner to explore and question various aspects of the knowledge. Learning is the end result or outcome that one is moving towards while engaging in careful thought and application of specific skills.
I thought a bit about what my own definitions of these terms were and then I looked them up in the dictionary. According to the Webster’s New World Dictionary, the primary definition of knowing is “having knowledge or awareness.” This awareness is important since it stands for the metacognition that must take place in order for us to “know.” Examining what we have learned or what we are attempting to learn is a large part of the process. Additionally, thinking about the process is just as significant. We must ask ourselves many questions, a few of which are -Where am I going with this idea? Why do I think this? What is the goal of this learning? and How will I apply what I have learned?
In Understanding by Design (2005), Wiggins & McTighe state: “The word understanding has various meanings, and our usage suggests that understanding is not one achievement but several, and it is revealed through different kinds of evidence” (p. 82).
After some careful thought about this statement, I turned back to Webster’s in order to discover the dictionary definition of understanding. Understanding has several definitions: “1. comprehension, 2. the power to think and learn; intelligence and 3. a specific interpretation” (p. 651). I think that all of these are good explanations that directly apply to our purposes here. While reading Chapter 2 of Understanding by Design (2005), I couldn’t help but think that one way of defining understanding is understanding=interpretation. Understanding brings us meaning, and that meaning differs according to our own experiences and ways of looking at things. We all aren’t going to necessarily come to the same conclusions, or even take the same path to those conclusions when trying to achieve understanding. The process and accomplishment of understanding, I believe, is unique to each learner. There is not one goal toward understanding-there are many goals and understanding happens in layers. Each layer that is constructed brings the learner to another level of understanding that is distinct.
It is important to recognize and “understand” that these concepts are open-ended. In other words, learning, knowing and understanding are never truly complete. They are always works in progress that are continually investigated, tested, and constructed.
I think I like my 8 year old son’s definition of understanding best. According to him, understanding simply is “when you figure something out.”
Guralnik, D.B. (Ed.). (1987). Webster’s New World Dictionary. New York, NY: Warner Books.
McTighe, J. & Wiggins, G. (2005). Understanding By Design. New Jersey: Pearson.
The issue of awareness, or education-speak metacognition, is an interesting one in terms of learning. I am a strong believer in reflection, or the opportunity for metacognition as a way to "teach" because in general I think that is where learning comes from - thinking about what and how you know something, reflecting on it to understand. My bias is towards opportunity for metacognition - how do you know? understand? a particular concept.
ReplyDeleteI also like that you point out that the concepts are never complete. It reminds me of the adage the more you know the more you realize what you don't know. I actually feel that way about this prompting question. :)
In other words, learning, knowing and understanding are never truly complete. They are always works in progress that are continually investigated, tested, and constructed.
ReplyDeleteAfter reading your statement here, I had an interesting thought. As we get older, does our understanding (as a work in progress) change? If we learn something when we are 10 years old, can our knowledge of that something and/or our understanding of it change by the time we are 30 years old? If, like you say, it's all a work in progress, I think that the progress can involve changes how we understand the things we thought we already knew and understood. Something I learned when I was a kid can be re-visited on me later in life and I learn more about it, thus my understanding of it changes or grows to a new level.
And sometimes as we grow older and are revisited by previous knowledge, we may find out that our previous understanding was actually a misunderstanding. I think that life experiences as we grow up are factors in this kind of of process too. I thought about one when I read the Catcher in the Rye example in the the UbD text in reference to misunderstanding (p. 50). I actually did have this experience in my life. As a kid, when I was first assigned to read the novel, I to thought of Holden's experiences as a teenage adventure. However, later during my college years, I went through a terrible time and bout with clinical depression right around the time I had to read this book again for a Literature class. Because of my personal experiences, I related to Holden in a whole new way, and my interpretation (one of the 6 facets of understanding) of the novel changed dramatically. I was able to empathize with the character (another of the 6 facets) the second time in a way I couldn't the first time because of my life experience as I grew up.
We all get to experience what it is to learn, and we get to see others learning too. Some times the learning is a big, loud “Ah-ha” moment and sometimes it is a small, quiet “oh”. My Great-Grandma Gunny lived to be 105, she always said, “The day we stop learning is the day we stop living”. One thing she was very adamant about was that everyone can and does learn. I disagree with Webster (and it is hard to disagree with a dictionary) understanding is not intelligence. To me intelligence tells me how well someone did on a test. Intelligence does not tell me if that person knows and understands the learning they have acquired. Some of the smartest people I know have the hardest time interacting socially. I don’t think they really understand the concept.
ReplyDeleteI too like your son’s definition. It is a very honest answer, way better then Webster’s! Your son’s has more “real” world use too: when you figure out how to ride a two wheel bike, or tie your shoe laces, or slide into home plate. You might have to practice a lot but you know what you want to do, you have figured out how to do it, you have learned and understood.
Tracey, I like your point about Catcher in the Rye because it is such a perfect example of how our understanding can change as we change. It's all about perspective in many cases and those perspectives cause us to interpret and understand things differently depending on where each of us is coming from and has been in life. Literature is such a clear example of how thoughts and meanings can change. The first time I read Pride and Prejudice by Jane Austen I thought of it as only a love story. Not until I read and re-read it again later in my life did I pick up on all of the social commentary that Jane Austen was making about life during her time. Erin, I also agree with what you say about intelligence. I am sure that we all know people who are quite brilliant, but are not so adept at picking up social cues or handling social situations.
ReplyDeletep.s. I think that your Great-Grandma Gunny knew what she was talking about! :)
ReplyDeleteI agree with the idea that, at some level, understanding=interpretation. I find this very interesting and possibly key to the UbD’s chapter 2. When teaching and tying to convey understanding each student develops their own interpretation, teachers can’t stamp a correct understanding on everyone’s forehead. However the challenge is to ensure that understanding isn’t misunderstanding, and misinterpretation. This is so difficult because understanding is so subjective, as highlighted in the understanding-interpretation equation.
ReplyDeleteI love how you pointed out that these concepts are open ended and I take much solace in this. As I struggle to understand and grasp ideas, I hope that will I have decades to hammer out, and sculpt, my understanding of the world. We are all life long learners and as long as we continue our journey with an open mind, then we can continue to reshape and enhance what we already (think we) understand.
Your eight year old son sounds wise indeed.:)
Different experiences or a different way of thinking (thought process) can alter the way you used to think of something or how you understood it. An idea can vary when your view changes, therefore understanding can be a work in progress. We are always gaining knowledge and learning new things that can change what we believe we understood.
ReplyDeleteI really like your son’s definition of knowledge. It is short, simple, and straight to the point. Knowledge is when you figure something out. It is also the moment when everything comes together clicks for you.
Gabrielle- I like that you mention that the teacher must avoid misunderstanding and misinterpretation. It is the student who must interpret the information correctly but if it is misinterpreted it will not matter if they gained any knowledge because they will not be able to understand it completely.
An open mind will definitely allow a person to gain more knowledge and will lead to a greater acceptance of things. I only wish that everyone had the ability to be open-minded.