Chapter 1 ~ Understanding Teaching Generative Topics One of the most challenging tasks a teacher faces is determining, reviewing and deciding on course materials to use for optimal learning. There is only so little time in class, but a lot to be learned, so where and how do we begin? How do we decide what to teach and what to include? Which material will be the most impactful and rewarding? In teaching for understanding, the answer is generative topics. Generative topics are issues, themes, concepts, and ideas that provide adequate depth, significance, connections, and variety of perspectives to nurture students’ development in terms of powerful understanding or discernment. When teachers are heavily limited in terms of the topics they must teach, steps can be taken to transform a topic into a generative one. For instance, the discussion of Oedipus the King can be integrated into topics regarding intrapersonal conflict or dealing with tragedies and family relationships. Adding a theme to a given topic can help add new entry points into a potentially challenging topic, making it more accessible and understandable to students who might'not find it interesting. Therefore, what makes a topic or concept worth teaching? The following features can serve as a guide when selecting the best possible teaching topics (Perkins & Blythe 2009): «Central to one or more domains: or disciplines. Issues that promote understanding impart to students the required skills and comprehension to progress to more difficult tasks within the domain or discipline. Typically, such issues are also of interest to professionals in the field. «Interesting tostudents. Age, social and cultural contexts, personal interests, and intellectizal experiences of students are factors that influence how generative a topic may be. + Interesting to the teacher. The best model for students who are just starting to explore the complex territory of open-ended questions is to witness their teacher’s passion and curiosity on particularly interesting and relevant issues. + Accessible. Accessibility here means the availability of age-appropriate resources to enable investigation of the topic that can be addressed through a variety of strategies and activities to help students, who have different strengths and inclinations, to draw meaning and relevance from the topic. © — Offer opportunities for multiple connections. Topics give students the chance to make'connections to their previous experiences, either within or outside the school environment. Such topics, offer an inexhaustible quality that can be explored deeply.generative topics, flecting on what jit his students’ Planning Generative Topics Brainstorming for ideas is the first stey This activity is done ideally with colleague: 8 interests the teacher most. In addition, he may recall topics u interest in the past. Once ideas are generated and he has identified some th promising, he has to create idea webs around them. His thoug} range broadly. He must consider concepts, projects, resources * ; among others, Webbing is.a good exercise as it offers an opportun’ to become adventurous. The ideas in the web can be refined later w' finalizing the most important and relevant topics. ra Next, he chooses from the idea web. He has to focus on sections from t) e icea web that have the most connections. He looks for topics that are eT ives TRee delicate, but are open to considerations from many different Dee ate ft may not provide the “right” answers, but may trigger students to formulate their » when working 0” & 5. This begins by Fe This begins caugl at seem particularly ints should flow and and connections, y for the teacher hen sorting or own opinions. Finally, he needs to consult with other teachers and peers or with community members who are knowledgeable in the domain in which he is teaching. He solicits information and.checks with them on what they, think the “big ideas” are in that domain or discipline. Here are some questions to ask when refining web of ideas on generative topics: Does the topic represent fundamental concepts or themes in your domain? + ~ Do.you think it will appeal to students? + Does it appeal to you? Doesit provide opportunities for students to connect learning possibilities to other classes, as well as life experiences outside school? Does it have related resources and materials to make the topic accessible to students? s Do you think ways? Examples of Generative Topics (Blythe & Associates 1998) Biology: the definition of life, rain forests, dinosaurs, endangered species, and global warming you can present the topic to your students in engagingMathematics: the concept of zero, signs and symbols, size and scale * History: Patterns, equality, representations in maritime disasters, survival, revolution, conflict, struggle, and succession * Literature: power interpreting texts, folktales, humor, Teaching with Generative Topics An int ou kn and multiple Perspectives egral part of the teaching practice is to know the students: how well ‘Ow your students? What are their likes and dislikes? Having positive ns is important when working on generative topics. It in their personal lives, in their students’ interests. Are you aware of the topics for Pinions on or enjoy arguing about? Early in the unit, students may be asked to create their own idea webs around a particular topic. Their “connection concentrations” have to be observed to expose new angles, issues, or Perspectives and to determine what their idea webs suggest. Finally, it is crucial to give the students ti students do not have enough time to delve connections, and develop and deepen their allowed the time they need to'explore the sub is recommended as oj material. do y ime. No topic can be generative if the into the material, make worthwhile understanding. Students should be stance of the material. This direction posed to covering huge chunks of potentially less generative Common Questions about Generative Topics When one asks whether teaching with generative topics is the same as thematic teaching, he-must be assured that students have the access to the themes in focus and are centered to a domain. In this case, thematic and generative topics can be the same. However, there is one major difference in that the thematic approach to teaching tends to be interdisciplinary; whereas, the generative topic can be taught across disciplines or even through a single discipline or specific subject. In the same manner, the question “how can I transform a set of topics that must be taught into generative topics” necessitates a careful deliberation. One must remember that some topics can be taught by making them a part of a unit or study on a related concept or idea. For instance, cells, ponds, and deserts are some common examples or topics in Biology. These. topics can be applied to another study that focuses on interdependence and interrelationships in a connected world.Js—unit-sized goals 5” Unit-sized goals or throughlines are These describe gan entire cted to one Understanding Goals i Teachers can develop nested understanding seine embedded within yearlong overarching goals oF La goals are those appropriate to a given topic. Yearlong overare t eel year. compounded goals of short topics for the duration ofa se develoP durin the most important understanding that learners shoul gly conne' course. Understanding goals for specific units should be strong: or more of the overarching goals of the course. Identifying Throughlines At the beginning of the semester, important things he wants the students to ge! revisit and modify the list as lessons progress during # units, he looks for related goals or throughlines that stand out from the rest. the teacher might write down the most t out of the class, put also plans to he year. After trying several appear more than once or ten takes several rounds of Similar to unit-long understanding goals, it of ; unlike unit understanding revision to develop a good list of throughlines. However, goals, throughlines need to encompass the essence of a whole course. Throughlines are often rooted in deeply held but rarely articulated beliefs and values about both the subject matter and the teaching and learning processes. This is why they often take longer to cultivate and polish. Unit-long understanding goals can sometimes take séveral years to be considered accomplished and fine- tuned. Planning Throughlines In developing the teacher’s overarching understanding goals himself, “When my students leave my class at the end of Re ine we ze the most important things I want them to keep?” Answering this question can be difficult. Often, the goals considered most important are so dee _ emb« dided in the thinking and teaching that they cannot be articulated easly This n it in having developed a list of prevailing understanding goals that & ‘ ae capture what he thinks is most essential. Ges, NOt quite The following steps may be tried for better results: * Review several units that have been planned (either usi. ? | or in other ways). What common themes emater inet this framework skills, or concepts resurface time and again as you on nderatan ding ind te 1? * — Ask the students what they hear being focused o; eal think they are supposed to get from the class, ¢ Aswith unit-long understanding goals, both statements and questions. n. Ask them what they try stating Overarching goals asExamples of Throughlines (Alps n.d. as modified by the Authors) The following are examples of throughlines: + -ForaPhilippine History courge, an example of a yearlong understanding goal could be, “Students ‘will understand the various consideral tions and strategies historians used to interpret evidence about the past. The goal can be. rephrased as a question to assist students in organizing their thoughts, and subsequently, making the goal clearer to them: “How do we find the truth about things that happened a long time ago?” A unit goal, in this case might be: “Students will understand how to read and judge the reliability of primary sources about the Philippine Revolution or about a topic of local history.” + For a History course: “How does our history make us who we are today?” ' * For a General Science ‘course: “Students will understand that ‘doing science’ is not the process of finding facts but of constructing and testing theories.” * For an Algebra course: “How can we apply what we know to discern what we do not know?” * For a Literature course:, “Students will.understand how metaphors shape the way we experience the world.” Performances of Understanding During the school year, students should be engaged in performances of understanding—activities that develop, express, and supplement their current understanding. : Initial performances are usually simple, such as discussing a certain topic as a group. For example, in an elementary Science class, pupils might be given a dried leaf or other specimen to put under scrutiny using various tools, such as a magnifying glass or a water dropper. To illustrate further, students of agro- forestry may deliberate on how the subject relates to their existing understanding of ecological resources. As the teacher guides, these activities can help develop the students’ understanding while simultaneously. revealing what they know about cropping systems and other crop-management techniques. Over time, the performances of understanding transcend from simple to complex. Teachers also progress from offering high levels of instructional support to lower levels as students begin to acquire understanding of the key concepts independently. Eventually, students might be able to contribute in a culminating performance of understanding through activities, such as presentations oranew problem or context, exhibitions, where they apply their understanding to jeay on HOW advances jn To illustrate, some mature students might develop an ¢ 2 ang science student, transportation influence the availability of energy SOU” in specimens and then might document the characteristics they have fou nd in cer! Mrimens using imagery apply the methods and characteristics across 4 variety of SP and narratives. 5 | acquire knowledge in These are just some of the ways students learn and enriched by different school setting. Their learning opportunities are even more wiedge from books Linds of life experiences, They might acquire pieces Of MO" a. in a variety and lectures, but without the opportunity to apply that Kno jeoach they are of situations with guidance from an expert facilitator/ fae et co at what the not likely to develop understanding and to have better appreciation y already know. ‘standing performances are the Performances of understanding ation given to them and then _ Performances of understanding or under: activities that give students those opportunities. are acquired when students go beyond the inform: ‘ ati they: are able to create something new by reshaping, expanding, extrapolating from, applying, and building on what they already know. The best performances of understanding help students both develop and demonstrate their understanding and execute practical applications. Planning Performances of Understanding The teacher may begin planning by brainstorming ideas for possible performances of understanding. He could start by thinking about activities his students have done in the past that seemed especially productive. After understanding goals are identified, he: looks at the list of possibilities for performances of understanding that he has generated. He identifies the ones that best seem to support those goals. If he has not identified his understanding goals yet, he tries other possibilities and asks, “Why do I want my students to do this?” This will help in articulating the understanding goals. Once the goals have been identified, the performances can be re-examined and perhaps revised so that they more loosely foster the understanding expected. For the performances he selects, opportunities should be provided for stu- dents to get feedback on and revise their workas they carry out those performances The performances of understanding generated are then sequenced so that they occur throughout the unit, from beginning to end, and may be classified as: «Introductory performances. These are the preliminaries in a unit. They giv? the students a chance to explore the generative topic a bit. They also give an opportunity to measure students’ current understanding of the topi¢ like a diagnostic tool. The possibilities for connections between students personal interests and the topic emerge from these explorations.Guided-inquiry performances. Here, students focus on developing their nj hallenges or essential aspects of the understanding of particular cl i 0 generative topic. Guided-inquiry performances typically occur in the midpoint of unit discussions. Culminating performances. These are the more complex, multifaceted, concluding performances of understanding. They offer students a chance to integrate, reveal, and -express the understandings they developed through the other performances of understanding. Examples of Performances of Understanding The following are some examples of performances of understanding for units in different academic areas. Since performances of understanding are always connected to one or more specific understanding goals, the applicable unit-long understanding goals or goals (in. statement form only) are proyided with each example: For an English unit with the understanding. goal: “Students will understand how to detect the clues (both, obvious and subtle) that authors give about what the characters are like.” First, students are tasked to write all the things they can tell about the main character from the way the events are described in the story or in the book. Then, they exchange notes with their classmates and compare their answers, noting and. discussing the similarities and differences in interpretation. Second, students pick two other characters involved in the same story and then create diaries for the chosen characters. Third, students are expected to make up an entry for each of these characters in the diaries in relation to the flow of the story. The objective is for students to weave into each entry clue that will help readers be familiar with who these characters are. ; For a Mathematics unit with the understanding goals: “Students will understand how percentages can be used to describe real-world happenings” and “Students will understand how to represent numerical information in clear graphs.” In small groups, students can collect and compile data about students’ attendance over the course of two weeks. Various categories (percentage of students’ absence, percentage present, percentage tardy, and so on) are established as part of the data’s further analysis. Graphs are then created to represent the data visually to collect feedback from the class and revise the graphs accordingly. Meaningful discussions and recommendations can be derived from the class based on the results of the study.For a. Science unit with the understanding goal: “Students will understand how light and images are affected as they pass through everyday lenses, like magnifying glasses, telephoto camera lenses, and so on.” Students may experiment with a collection of concave and convex lenses and a flashlight. Then they can attémpt to find combinations of lenses that act like a magnifying glass, as a telephoto lens, and as wide- angle lens. From their findings, they can draw diagrams to illustrate how light travels through these combinations of lenses. Teaching with Performances of Understanding Teachers are the ideal influence to students as they engage in performances Of understanding. Teachers can best remind students of the understanding goals to ensure that they:match and achieve, if not exceed, the expected performances of understanding. At times, teachers can look at themselves as “floating coaches” who keep an eye on the progress of their students. They are also available to listen, guide, enlighten, and in general, help address issues that students may encounter, especially during large group discussions or lectures. Teachers can pose questions to students and students are to respond and expound on their answers, offer supporting evidence, make predictions in the process of discussion, or expound on written reflections on the performances of understanding. Moreover, teachers, possibly together with students, can set standards by which performances will be evaluated. Students will be given the opportunity (especially in more complex performances) to review their own work and others’ work, and then revise their work (if there is a need to do so) before handing over the final product. Questions for Refining Performances of Understanding (Blythe & Associates 1998) The following questions may be asked for refining performances of understanding: Are students being required to demonstrate their discernment based on the understanding goals? Do they ask students to apply learning insights in new situations? Do they allow students to establish and demonstrate understanding? + Dothey challenge students’ misconceptions, stereotypes, and tendencies toward rigid thinking?+ Are they so sequenced that students can engage i ; ° at 8 Is Ca gage in them through unit from beginning to end? Shout the * Do they allow students to express their understanding in a variety of ways (written work, artistic endeavors, and so on)? + Doall the understanding performances include events in which students are creatively thinking and doing with their knowledge? + Are the understanding performances mapped and assigned with the understanding goals? Ongoing Assessment In the Teaching for Understanding framework, performance /assessment of understanding and student assessment go hand in hand. Instead of assessing otitcomes primarily at the end of the unit, teachers provide feedback, learning criteria, and opportunities for reflection throughout the instruction. When assessment criteria are made known to students, and feedback—from teachers, peers, and the student himself (self-evaluation)—is done on a regular basis, these can help advance the students’ work. Both students and teachers must have ample opportunity to reflect on students’ understanding and barriers that remain. Teachers around the world have been using the TfU framework for over two decades. Since its development, the framework. has evolved to better meet the needs of educators and students. Recognizing that learning cannot only occur among isolated students, generative topics are considered and taught with the purpose of developing supportive learning communities. Like the rest of the framework, it is promoting collaboration that offers a big challenge that many educators already: do in their classrooms. The TfU framework provides a safe structute that teachers can return to, over the school year, to help ensure that these important instructional components are systematically addressed. Therefore, how can there be an accurate assessment of what students have learned? This question concerns every teacher; however, when understanding is the purpose of instruction, the process of assessment is more than just evaluation, making it a substantive contribution to learning. Assessment that advances understanding (rather than simply evaluating it) has to be more than an end-of- the-unit test. The process needs to be able to validate and to enlighten students and teachers about what students currently understand and how to continue with subsequent teaching and learning. This kind of assessment transpires frequently in many situations outside of school. An example is the dynamics of a basketball coach and his team of players. Acoach, working with his team during a practice session, might start by asking his team to focus on a few particular skills or plays. As they play and move with the ball, the coach carefully studies their moves, measuring them against his standards of skillful basketball playing. This illustrates testing and seeing how his players