« Comprendre en profondeur » : différence entre les versions
Aucun résumé des modifications |
|||
| Ligne 1 : | Ligne 1 : | ||
{{En construction}} | |||
===Comprendre "en profondeur" Deep understanding === | ===Comprendre "en profondeur" Deep understanding === | ||
| Ligne 14 : | Ligne 16 : | ||
{{Citation |"The authors argue that in developing any curriculum, an educator should prioritize the material into three levels of desired student understanding: knowledge worth being familiar with, important knowledge and skills,and enduring understanding. As suggested by its phrasing, the first level contains material that is helpful as background. The second level contains material that is necessary for students to master in order to accomplish key tasks that demonstrate full understanding of the enduring concepts at the third level. Wiggins and McTighe (2000) argue that “student learning is incomplete if the unit or a course concluded without mastery of these essentials” (p. 9). The third level contains truly key ideas, concepts we want students to “retain after they've forgotten many of the details,” ideas that “go beyond discrete facts or skills to focus on larger concepts, principles, or processes.” (p. 10)."}} http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=437643 | {{Citation |"The authors argue that in developing any curriculum, an educator should prioritize the material into three levels of desired student understanding: knowledge worth being familiar with, important knowledge and skills,and enduring understanding. As suggested by its phrasing, the first level contains material that is helpful as background. The second level contains material that is necessary for students to master in order to accomplish key tasks that demonstrate full understanding of the enduring concepts at the third level. Wiggins and McTighe (2000) argue that “student learning is incomplete if the unit or a course concluded without mastery of these essentials” (p. 9). The third level contains truly key ideas, concepts we want students to “retain after they've forgotten many of the details,” ideas that “go beyond discrete facts or skills to focus on larger concepts, principles, or processes.” (p. 10)."}} http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=437643 | ||
===Références === | |||
*Wiggins, G.; McTighe, J. Understanding by Design. Merrill Education/Prentice Hall; Upper Saddle River, NJ: 2000.. | |||
Version du 4 octobre 2006 à 12:16
Cet article est en construction: un auteur est en train de le modifier.
En principe, le ou les auteurs en question devraient bientôt présenter une meilleure version.
Comprendre "en profondeur" Deep understanding
Introduction
Tentativers de définition
Evaluation de la compréhension en profondeur
«" If students can show teachers how they have accomplished the following, then the teacher has evidence of learning. If they can "explain it, solve it, correct it, modify it, adapt it, adapt it, demonstrate it, verify, defend, justify, or critique it, connect it to other ideas and issues, and make qualified and precise judgments," then they probably know it and can do it"» (Wiggins, G.; McTighe, J. Understanding by Design. Merrill Education/Prentice Hall; Upper Saddle River, NJ: 2000., p. 2).
«"The authors argue that in developing any curriculum, an educator should prioritize the material into three levels of desired student understanding: knowledge worth being familiar with, important knowledge and skills,and enduring understanding. As suggested by its phrasing, the first level contains material that is helpful as background. The second level contains material that is necessary for students to master in order to accomplish key tasks that demonstrate full understanding of the enduring concepts at the third level. Wiggins and McTighe (2000) argue that “student learning is incomplete if the unit or a course concluded without mastery of these essentials” (p. 9). The third level contains truly key ideas, concepts we want students to “retain after they've forgotten many of the details,” ideas that “go beyond discrete facts or skills to focus on larger concepts, principles, or processes.” (p. 10)."» http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=437643
Références
- Wiggins, G.; McTighe, J. Understanding by Design. Merrill Education/Prentice Hall; Upper Saddle River, NJ: 2000..