During Faculty Work Days in August, University High School teachers and staff spent time talking about “teaching for understanding.”
Vaija Wagle, retired teacher and student of Harvard’s Project Zero research center, spent two days with faculty reviewing the elements of teaching for understanding — generative topics, understanding goals, performances of understanding, and ongoing assessment. She also guided teachers through thought routines — like “See, Think, Wonder” — that reinforce understanding among students.
Many teachers found this to be an approach they already employ, but dedicated time spent on the topic reinforced its importance to the school.
Erica Posthuma-Adams, Chemistry teacher, explained how she uses whiteboarding as a tool for understanding. “With whiteboarding, students are asked to explain a concept using words, then pictures, then formulas. This not only sparks discussion in class, but it also helps me see where misconceptions or gaps in understanding exist.”