The Six Facets of Understanding

Understanding by Design (UBD) is an art concept that emphasizes the role of a teacher in designing a student’s learning. It helps in contriving effective learning activities through effective assessment of student understanding, peer review of the curriculum, and collaboration. Understanding, as a concept, is different from the design of a unit of study for understanding.Advertising We will write a custom essay sample on The Six Facets of Understanding specifically for you for only $16.05 $11/page Learn More Understanding is the â€Å"deepening and development† of the student knowledge on fundamental concepts and ideas in a given discipline. It involves the concepts about a topic that students should comprehend during instruction. Student understanding is achieved through the use of â€Å"complex yet authentic opportunities† easy to interpret and apply from a student’s perspective. Thus, the ability of the students to apply or transfer essential aspects of their learning within appropriate contexts implies student understanding. Wiggins and McTighe identify six facets that serve as indicators of understanding viz. the ability to interpret, explain, apply, empathize, change perspective, and self-assess their learning (2001, p. 52). In other words, understanding is earned by the students and allows them to apply their learning. In contrast, the design of a unit for understanding involves the curriculum development that focuses on achieving particular desired learning goals. According to Wiggins and McTighte, effective curriculum design must reflect a three-stage process known as â€Å"backward design†, which first clarifies the learning goals and assessments before designing the classroom activities for the understanding unit (2001, p. 81) The Six Facets of Understanding and Art Curriculum Grant Wiggins and Jay McTighe provide a learning framework that helps teachers plan lessons for student underst anding of given ideas and concepts during classroom instruction. In particular, each of the six facets of understanding has implications on curriculum design. These six facets, which include interpretation, empathy, explanation, application, self-knowledge and perspective, reflect the standards of Visual and Performing Arts. In arts, the unit plan format should include the standards, learning objectives, context, assessment, learning sequence, and summative assessment for each standard. The art curriculum framework involves four strands viz. perception, cultural heritage, creative expression, and evaluation.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The facet of explanation involves providing of knowledgeable account of ideas or actions and is aligned with the perception strand during instruction. Interpretation, in an art context, involves translations or narratives that have meaning and thus a form of creative expression. Similarly, application and self-knowledge facets relate to creative expression of original works of art. Perspective facet involves making evaluations of personal as well as other people’s artistic works. Empathy, in art’s context, involves the ability to value and understand various cultures or historical events. In the classroom context, the six facets of understanding provide evidence of student understanding of concepts or theories. Explanation occurs when the teacher offers a thorough account of some facts, data, or phenomena during a learning session. Interpretation involves meaningful translations or revelations from a personal or historical perspective regarding certain events or ideas using analogies, models, and other teaching aids. In the classroom, this facet manifests itself during discussions of experiences or the lesson’s text. With regard to application, in instructional context, the students should effectively use the ideas in diverse contexts especially through innovations or authentic tasks (Wiggins, McTighte, 2001, p. 134). In addition, in the classroom, the students should see an issue from multiple perspectives through a structured question/answer approach. The student should also evaluate contrasting ideas and develop insights during learning. This can be achieved through simulations or direct experiences in addition to coursework. Moreover, the students should have self-knowledge about the factors that influence their own understanding of a particular concept through encouraging students to recognize their own learning style. Teaching Strategies that Promote Understanding To enhance critical thinking, developing lessons that integrate critical thinking and problem solving is paramount. For students, the lessons should aim at exposing unexamined assumptions and their possible implications. In this way, the student will develop critical views with regard to common theories, feelings, or beliefs.Advertising We will write a custom essay sample on The Six Facets of Understanding specifically for you for only $16.05 $11/page Learn More Administrators, workshops, or conferences should aim at sensitizing managers especially with regard to decision-making. In essence, crucial decisions should involve brainstorming sessions. In addition, the decision making process should be horizontal to incorporate everyone’s views in order to find a solution for a particular problem. Additionally, the community empowerment or educational programs should incorporate the perspective facet of understanding to allow people to develop multiple-perspective approach regarding their beliefs or culture. Reference Wiggins, G., McTighe, J. (2001). Understanding by Design. New York: Prentice Hall. This essay on The Six Facets of Understanding was written and submitted by user Barbara Berry to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Punctuation with Conjunctions

Punctuation with Conjunctions Punctuation with Conjunctions Punctuation with Conjunctions By Mark Nichol The rules for punctuating in proximity to simple coordinating conjunctions (and, but, and or) are straightforward, but writers can become confused about when and where to put a comma or other punctuation. Sentences that illustrate the basics, and a discussion of each, follow. When a conjunction links an independent clause (one that could stand on its own as a sentence) with a dependent clause (one that would form an incomplete sentence), omit internal punctuation: â€Å"She went to the pool and took a swim,† or â€Å"She went to the pool but did not swim.† (â€Å"She went to the pool† is an independent clause; â€Å"took a swim† and â€Å"did not swim† are dependent.) When a conjunction links two independent clauses, precede it with a comma: â€Å"She went to the pool, and then she took a swim,† or â€Å"She went to the pool, but she did not swim.† (â€Å"Then she took a swim† and â€Å"she did not swim† are independent clauses.) The comma may be omitted for a very short compound sentence such as â€Å"She swam and then she ate†; longer sentences, such as the examples given earlier in this paragraph, are often written without internal punctuation, but doing so is not recommended, and for consistency, even brief sentences with two independent clauses should include a comma. A comma should not follow a conjunction unless it is the first of two commas framing a parenthetical phrase, as in â€Å"She went to the pool and, soothed by the cool water, took a swim† and â€Å"She went to the pool but, chilled by the cold water, did not swim.† (Said another way, don’t precede a verb with a comma unless the comma closes a parenthetical.) These commas bracket â€Å"soothed by the cool water† and â€Å"chilled by the cold water,† respectively, which, when omitted, leave the sentences â€Å"She went to the pool and took a swim† and â€Å"She went to the pool but did not swim,† which do not require internal punctuation. A pair of em dashes or parentheses can take the place of the two commas: When the parenthesis is abrupt or provocative, use em dashes, as in â€Å"She went to the pool and- undeterred by the piranhas- took a swim.† When the interruption is subtle or offered as an aside, use parentheses, as in â€Å"She went to the pool and (though she felt tired) took a swim.† Although older literature, especially that written in British English, can be found that employs both a semicolon and a conjunction to provide a stronger contrast between two independent clauses (â€Å"She went to the pool; but she did not swim†), this is now considered incorrect, because the semicolon and the conjunction are redundant to each other. If you use a semicolon, the sentence should be rendered as follows: â€Å"She went to the pool; she did not swim.† Use of a comma in place of a semicolon in such a sentence is incorrect; this error is called a comma splice. Sentences in which or connects clauses should follow the same guidelines: â€Å"She went to the pool or the beach,† â€Å"She went to the pool, or she went to the beach,† â€Å"She went to the pool or, depending on the weather, the beach.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:Writing Prompts 101Confusing "Passed" with "Past"Running Errands and Doing Chores

How to Gain Inspiration from 6 Crazy Tactics That Got People Hired

How to Gain Inspiration from 6 Crazy Tactics That Got People Hired A strong resume and a quality educational background are key factors in getting hired. However, sometimes it takes a little more to nab a job. We don’t necessarily recommend that you try the following 6 crazy tactics that got people hired, but they did work for others, so who knows? Maybe they could work for you too. Proceed at your own risk†¦ 1. Use your artistry to impress.Grab attention however you can. The holiday season once inspired a woman to transform the exterior of her Georgia home into a festive resume. She used Christmas lights to spell out her desire for a job on the front of her house: â€Å"My wish, HR job, Liz Hickok, LinkedIn.† The stunt apparently scored her a lot of contacts on LinkedIn. That’s networking at its most sparkly!2. Turn your resume into an interactive experience!If you’re applying to a non-traditional company, why not wow them with a resume they’ll be talking about long after you’ve been hired? Graeme Anth ony was a PR and social media consultant who used his particular skills to put together a highly untraditional resume. Instead of listing his work experience and accomplishments on paper he went the digital route, creating an interactive video resume to get a job. His video stimulated so many job offers that he decided to become a freelancer to work for as many of the interested companies as he could.3. Be persistent.Frankly, stalking a company is a big no-no when trying to get a job. However, this crazy tactic worked for Flavie Bagnol, who was so intent on getting a job at CBS that she called the person in charge of hiring every day until she pinned down a meeting. The best takeaway here is to set your sights on a field, company, or title, and put all of your energy into reaching out to vital people with connections until you make the one that sticks.4. Put your information where important people are sure to see it.Would you ever think that Google-stalking could lead to a job? Admi t it. You’ve looked up your own name on Google to see what was out there. Everybody does it, including the people who might hire you. Alec Brownstein took advantage of that fact by creating Google ads for a number of creative directors in the advertising field he hoped to break into. Whenever these directors Google-stalked themselves, the results included Google ads with a personalized message from Brownstein asking for a job interview. The stunt got the enterprising fellow a job at Young and Rubicam.5. Don’t be afraid to show a bit of personality.Richard Waddington was dashing out of his home to a job interview when his 4-year old daughter offered him a good luck charm: a little toy cow. Waddington was so charmed by the gesture that he stuck the cow in his pocket before leaving. During his interview, the HR person warned him that the office environment was a â€Å"little crazy† and asked him if he thought he would â€Å"fit in† in such a place. His respo nse: â€Å"I have a cow in my pocket.† He then produced the little, plastic bovine from his pocket, a move that so delighted the HR exec that Waddington got the job.6. When all else fails, candy might work.Paper is such a boring vehicle for your resume. It doesn’t even taste good! Chocolate, however, is scrumptious. A marketing professional named Nicholas used that universal truth to his advantage when he printed his resume on a wrapper wrapped around a bar of chocolate. The stunt got him the job of his sweet dreams. Whether or not his employer ate the chocolate remains a mystery.

BRAND MANAGEMENT & RESEARCH Essay Example | Topics and Well Written Essays - 2250 words

BRAND MANAGEMENT & RESEARCH - Essay Example We recommend Walmart to continue building its brand image not with just customer perspective but from employee and ethical perspectives as well. With its unique positioning it should continue to expand with market penetration and market expansion. Development and projection of its own brand Great Value will also help in increasing its brand value and trust of the customers and will help in maintain its positioning as low price provider by eliminating the margin of the manufacturers. Walmart is a strong brand and can even become stronger by following these strategies. 11 References 12 Introduction In this highly competitive globalized world, markets are flooded with plethora of products and services of various brands. Consumers are literally spoilt with choice. In such an environment the importance of brands has increased manifold both for the consumers and the organizations. Brand management is vital from many aspects for any organization but the most important role is providing the differentiation to the brand from competitors and other products. Brands are part of the company’s intellectual property. ... The company through its brand, make it clear what they promise and deliver to the customer based upon their vision and strategy for the future of the business and the product. It is very important for the company to have a clear understanding of the expectations of the customers and living up to those expectations. The aim of brand management is to build a healthy relationship between the customer and the company through their brand. Brand management is extremely important for the companies. Brand image can be the determining factor between success and failure of a company (Riezebos et al 2003) Today corporations spend millions on brand establishment and maintenance due to the increased importance of branding. Researchers have tried to identify the scope, domain and potential of branding. It has resulted in many different frame works, theories and concepts. Although there are mainly seven different approaches of branding but the brand strategy should be customized to meet the specifi c challenges and opportunities specific to a brand at a specific point of time. One approach of branding is economic approach where brand is part of the traditional marketing mix. The identity approach links brand with corporate identity. Consumer based approach gives prime importance to customer satisfaction and customer associations. Personality approach treats brand as a human like character. The relational approach treats brand as a viable relationship partner. The community approach treats brand as a vital point of social interaction, whereas brand is treated as part of the broader cultural picture in the cultural approach (Heding et al. 2009) Whatever approach the companies utilize for the establishment and maintenance of the

Quality management Assignment Example | Topics and Well Written Essays - 1000 words - 4

Quality management - Assignment Example In this experiment, a one half fractional experiment was conducted. It was done in k – 1 runs. The experiment was conducted to assess the effect of five factors on a coil spring. The free height of the spring was denoted as y. The goal of the experiment was to obtain a height of eight inches or a height as close to eight inches as possible. The number of factors used was five, while the number of runs was sixteen with three replicates for each run. The experiment was a 2k – 1 design, thus it was a one half fractional factorial experiment. It was denoted as 25 – 1. Based on the evaluation of the cause and effects, the following factors and factor levels were chosen for the experiment. Below is a table of the factors and the factor levels for both high denoted by a plus sign and low depicted by a minus sign. From the determined factors and factor levels the fractional factorial experiment was conducted. This was because the number of runs needed for a full factorial experiment would have been a lot. Because the resources at hand coupled with the knowledge that the relations would not be of concern, a 25 – 1 fractional factorial was used. The design matrix and the height data are given in the table below. Thus, the design was not able to differentiate D from ABC. Effect D which was the main effect was aliased with the interaction ABC. Hence, D was equal to ABC which meant that I was equal ABCD. I was the column of plus’s which was the characteristic element in the set of multiplications. I is equal to ABCD was the characterizing relation for the 25-1 design experiment. This means that all the effect aliasing relations are: A = BCD, B = ACD, C = ABD, D = ABC, AB = CD, AC = BD, AD = BC, E = ABCDE, AE = BCDE, BE = ACDE, CE = ABDE, DE = ABCE, ABE = CDE, ACE = BDE, BDE = BCE. The main effect is named clear if it is not aliased with other main

Performance Based Pay for Teachers Essay -- Education Tests

"It is the mark of an educated mind to be able to entertain a thought without accepting it." - Aristotle On February 17, 2009, the American Recovery and Reinvestment Act was signed into law (US Dept of Education). According to the Executive Summary of the US Department of Education’s website the purpose of this act was to stimulate the economy, create jobs, and provide funding for education. To encourage education reform at the state level, the competitive grant program, â€Å"Race to the Top,† was implemented. This allowed states to apply for grants, provided that certain education reform was taking place within states’ schools. One particular condition under this campaign has led to much debate within our education system, implementing a pay system based on a teacher’s academic performance and the methods used to determine this (US Dept of Education). There are many ways to compile data on a teacher and determine that person’s performance. Teacher performance can be based upon classroom observation, a teacher’s continuing development and education, and students’ standardized testing scores. The controversy centers around using student test scores to determine the performance of a teacher and thus her pay. Scott Andes, a research analyst at the Information Technology and Innovation Foundation voices the merits of performance based pay with his article â€Å"Getting Serious with Education: Why Can We Measure Students but Not Teachers?† High School English teachers, Jordan Kohanim and Ashley Ulrich vehemently state why there is no merit with performance based pay with their article, â€Å"No Merit to Merit Pay Arguments.† In each article both sides debate how performance based or merit pay will affect students, teachers, schools, and com... ...ides to come together and implement a plan for better practices in assessing the performance of the nation’s teachers and its students. Works Cited "Race to the Top Executive Summary." US Department of Education Website. 20 Semptember 2010. Web . 2009. 16 November 2010 Andes, Scott. â€Å"Getting Serious About Education: Why Can We Measure Students But Not Teachers?" Progressive Fix Website. 28 July 2010. .16 November 2010 Aristotle. QuoteWorld.org. 2010. Web. . 16 November 2010 Kohanim, Jordan and Ashley Ulrich. "Teachers: No Merit to Merit Pay Arguments." Atlanta Journal-Constitution Website. 28 February 2010. Web. .16 November 2010

Minnesota Micromotors, Inc. Marketing Simulation Essay

As I get further and further along in this simulation, I have noticed that I am beginning to understand what it takes as a marketing manager in order to be successful. Careful considerations must be made to be sure that the right decisions benefit both Minnesota Micromotors, Inc., and our customers. Our success comes from our customers’ success and loyalty that they have with this company. In finding ways to incorporate the important factors that matter most to our customers is what will bring in new customers and keep our existing ones around for the long hall. My strategy for Minnesota Micromotors, Inc. that I have entered into the simulation game for 2015 Q2 were based on similar factors that I had used in the previous quarters. Like in prior quarters, I tend to base my decision strategy on the customers satisfaction of the overall product and pricing. I also find that it is important to base my decisions on the income statement from prior quarters as well to see where I co uld adjust things to work in my favor. I am still having issues discovering what needs to change in order to increase the weak areas and to find what is lacking to get this issue resolved. In 2015 Q2, I chose to change my sales force from 26% on Segments A and B down to 25% and increase Segments C and D from 24% to 25%. I think by giving all segments the same percentage may in fact even things out. I then made the decision to increase the power to size ratio from $47K up to $100K, and the thermal resistance feature from $48K up to $100K. In doing so, spending as much as $100K – $500K per year could result in both the power to size ratio and the thermal resistance after several years. I find this to be an important factor that can increase profitability for Minnesota Micromotors, Inc. in the future.