Teaching for understanding. Designing curriculum for instruction using the Understanding by Design framework for geography teachers' pre-service education.

Autor/inn/en	Tan, Ivy Geok Chin; Lian, Lay Cheng
Titel	Teaching for understanding. Designing curriculum for instruction using the Understanding by Design framework for geography teachers' pre-service education.
Quelle	Aus: Reinfried, Sibylle (Hrsg.); Schleicher, Yvonne (Hrsg.); Rempfle, Armin (Hrsg.): Geographical views on Education for Sustainable Development. Proceedings. Lucerne-Symposium, Switzerland, July 29-31, 2007. Weingarten: Selbstverlag des Hochschulverbandes für Geographie und ihre Didaktik e.V. (2007) S. 94-101 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	Geographiedidaktische Forschungen. 42
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-3-925319-29-7
Schlagwörter	Verstehen; Lehrerausbildung; Referendar; Didaktik; Lehren; Lernzielorientierung; Curriculum; Unterrichtsgestaltung; Unterrichtsplanung; Unterrichtsvorbereitung; Verständnisförderung; Bewertung; Tagungsbeitrag; Singapur
Abstract	Many geography teachers in Singapore plan their lessons according to the text in geography textbooks. They are concerned with the coverage of the syllabus and classroom activities are planned based on the existing worksheets in the students' workbooks. The focus is on what the students need to know so as to do well in the tests and examinations. As a result, geography is seen by many students as a boring subject that requires much memorizing of facts for the sole purpose of assessment. The authors are exploring with the use of Understanding by Design (UbD) (Wiggins & McTighe, 2006) framework in the pre-service module on geography education to equip student teachers with a more effective means of unit and lesson design aimed at teaching for understanding. UbD is a way of thinking more carefully about the what, why and how of teaching. It provides a framework to enable teachers to design curriculum units by first clarifying the learning goals; second, devising performance assessments as measures of student understanding; and finally designing the instructional activities for effective and engaging learning. The primary value of UbD is to get teachers to design instruction that gets to the core of a discipline that we teach. The focus is on teaching for understanding as oppose to knowing so that learning is meaningful and transferable. The paper examines the why and how the pre-service module is designed using the UbD framework and identify issues pertaining to the implementation and adoption of the framework. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2023/1