I was tweaking our Year 10 unit (Geographies of Human Wellbeing) using the KUD criteria (Know, Understand, Do). This scaffold, created by differentiation guru Carol Tomlinson, has been around for a while.
- Students will KNOW: (often represented in bulleted forma
t) facts, dates, definitions, rules, people, places, vocabulary, information.
- Students will UNDERSTAND : (best stated as a sentence which includes concept-based thought), Essential questions, theories “Big” ideas, Important generalizations, thesis-like statements
- Students will DO: (represented with verbs), basic skills, communication, planning/organisation, thinking skills, evaluation, working collaboratively, skills of the discipline: mapping, graphing, collecting data, show p.o.v.
It was a really interesting exercise to represent the unit in a mindmap, it focussed my mind on what it was exactly what I wanted the students to understand from the this unit. The concept ‘understanding’ is hard to pin down.
David Perkins in “Teaching for Understanding” (1993) defines understanding as follows: Continue reading