Editors' Note: When this article was posted in Reading Online in October 1999, readers were invited to comment on it through a bulletin board feature that was discontinued when the journal was redesigned in July 2000. Following are the comments posted to that bulletin board.
Readers who would like the opportunity to comment on this or other articles in the journal are invited to contact the author directly (e-mail address is available on the opening page or to post messages through ROL Communities.
Post 1
Author: Sarah_Hudson
Date: 10-23-1999 15:30
I agree with the author in that there is a strong need to re-evaluate the teaching strategies that are being used to educate our students today. The whole concept of learning has to be more than just being able to relay information, and facts. Instead, the student should be able to understand key concepts and apply those concepts to real life situations. With that as a goal in education, the students need to be brought up in such an environment where questioning, exploring, and researching are the basis of the curriculum. That's where the teaching/learning for understanding would be applied. The Perkins' approach sounds like a logical strategy designed to accomplish those three tasks as stated in the article: retaining important information, understanding the topics deeply, and actively using the knowledge gained.
However, I don't agree that the number of subjects taught in the school should decrease. I believe that a new generation of teachers can accomplish a deeper and more thorough understanding of a subject by teaching topics that can some how be linked to everyday, real-life situations. That way, the information that the student receives from the lesson will have a greater chance of being retained if they can see the relevance to everyday life. For example: in math, concepts should be taught, and then applied to real-life problems or situations. In history the topic of the colonization of North America could be studied with special attention paid to the treatment of the First Nations People, and how treaties signed with our government a hundred years ago are still a hot topic today. In English, books with controversial issues should be read, so that discussions in class concerning theme, plot and key issues could be looked at in group settings in hopes to explore each students personal opinion on the subject.
These are just some examples in my point of view that would extend the students basic learning. Because it should be our goal to create an environment where we are setting up the best chances for our students to suceed in their future endevours. But by cutting out subjects in the school curriculum, how can we expect the students to have a broad base to stand on when choosing the path for their future.
Reply 1a
Author: Robyn_Weaver21
Date: 11-08-1999 17:13
I agree with Sarah. The amount of subjects taught in school does not need to be decreased. She is right when she says that subjects need to relate to everyday topics. To go even further, subjects need to be linked together. What a students reads in English needs to relate to what is being studied in history. Math and science classes need to be linked more closely. Important people in math and science need to be read about in English and history. Giving a whole picture of events and people to students will increase the amount of knowledge a person retains. Studying seven different, unrelated topics during the day doesn't keep knowledge in practice. Teachers should work together to bring the best learning skills to students.
Reply 1b
Author: Mary_Bowen
Date: 04-19-2000 12:01
Robyn is right. The number of subjects taught in school does not need to be decreased. If a person wants to concentrate on a certain subject, he or she can go to college to do that. At the secondary level, the students need to be exposed to as many things as possible. They are trying at this point to figure out what they want to do with their lives and where they want to go in life.
Robyn makes a good point in saying that it is our job to connect the material. I know that sometimes that is difficult, but it is our job as teachers to show the students the importance of what they are learning. Help them make the connection between the material and their lives. If you can help them gain ownership of the material, you have won them over.
Reply 1c
Author: Laurie_Louise
Date: 11-09-1999 10:32
In Michael Graves' article, "Fostering High Levels of Reading and Learning in Secondary Students," Graves devotes a major portion of the article toward the topic of teaching for understanding. I really like his approach because teaching for understanding and becoming a better reader go hand in hand at the secondary level. With more and more teachers conforming to the teaching for understantding approach, the importantce of reading at the secondary level indirectly becomes obviously apparent, and as Graves points out, "Reading for secondary students gets relatively little atttention"(Graves 1). A student needs to be able to read in order to focus in on one particular topic over a period of two to six weeks, such as the U.S. Civil War.
I also really liked how Graves explained how reading fits into teaching for understanding. A huge component of teaching for understanding is an on-going assesement, and one of the best ways to incorporate reading into this facet is through journals and journal-writing. While the journals provide teachers with a means to assess, it also provides students with a chance for self-assessment. As a teacher, I've used journals quite frequently, and I have seen some students go back through their journals and check on their past work, so as not to make the same mistakes. Having students read their own work not only forms excellent proofreading habits, but enables them to develop a true appreciation for the work they have done, the work they are doing, and the work they will be doing.
Reply 1d
Author: Diana Weber
Date: 11-12-1999 18:51
The commentary of Graves was a very clear and concise delivery of Perkins' Teaching for Understanding. Perkins' article "Teaching for understanding" can be found on the web at: http://www.21learn.org/cats/testing/perkinstxt.html.
I was encouraged to read how the "understanding performances" are being developed and used in many areas of the country. After reading both Grave and Perkins I came away with the feeling that this explanation of understanding "to explain, muster evidence, find examples, generalize, apply concepts, analogize, represent in a new way, and so on" comes close to, but does not actually state a "critical thinking" element. Perhaps I have just missed it because of the brevity of the articles.
In Perkins framework, the feature "understanding the goals" seems to refer to the goals of the "understanding performances" e.g."Šfor students to gain a general understanding of elections; another might be to understand the major issues in a particular campaign." Where is the questioning of the goals and objectives of the candidates? Are the concepts in the generative topics analyzed for their assumptions and implications? Because "Teaching for Understanding" is a serious endeavor I assume that there is simply an omission in the definition of "understanding" or perhaps it is included in "Šand so on." I would be more comfortable about this approach if "critical analysis and assessment" would show up somewhere.
We want students to be knowledgeable, skillful and have an understanding of what is taught. Further, when students are comfortable taking a questioning stance, not accepting at face value all "understandable performances", they will become truly responsible, productive participants in society.
Reply 1e
Author: Kathryn L. Rohan
Date: 01-19-2000 23:37
Graves (1999) reinforces my belief that "teaching for understanding" is critical and by extending learning we enhance that understanding. Less is more! Why teach everything just a little when we can teach a little well. By teaching well we naturally include peformance assessments. Performance assessments usually are multisensory which then include most modalities. By assessing using a student's strength(s) and gleaning feedback at the same time we as teachers gain a better understanding of our students.
Reply 1f
Author: Katie_Smith
Date: 01-22-2000 15:50
As a student currently pursuing my teaching degree, it is enlightening to come across an article that places such positive emphasis on reading and learning in today's classroom. Graves' contemporary construct on teaching for understanding enables us to combine the many techniques and values we are taught while preparing to enter the classroom, and then utilize these learnings in a simple yet vaulable fashion.
Teaching for understanding not only helps students gain a more substantial knowledge of the subject at hand, but also lays a framework for their future education and "real world" experience. If students are constantly given "the basics" and schools simply skim the surface of many crucial educational topics, students will undoubtedly use these methods of learning in their lives as they pursue higher educational opportunities and enter the job market. Students will never equate success with learning--only with doing whatever it takes to "get by".
I feel that the most important facet of teaching for understanding lies within the ongoing evaluation, assessment and conversation between students and teachers. Classrooms should encourage equal communication from teacher to student, student to teacher and student to student. The more we can learn from one another, the better students and teachers we will be.
Reply 1g
Author: Christina_Caron
Date: 03-10-2000 23:48
I agree that the number of subjects that are being taught in our schools should not decrease. It is important to make sure that the students are exposed to a wide variety of subject matter. I feel that if we allow students the chance to experiment with what classes they would like to take in High School and offer some classes that aren't traditionally offered at that level, students would have a better idea of what they want to study once they enter college. If high school is an academically safe environment that fosters growth in students and allows them the ability to explore a subject such as Pshychology or Philosophy, they may have a better handle on what it is they want to strive for while in college. If teachers took the opportunity to become "specialists" in two academic areas then we would be able to offer diverse courses to students, without sacrificing the quality of education we give to our students.
Post 2
Author: Jen_Herman
Date: 11-11-1999 22:00
"Students need models, modeling, coaching, prompting, encouragement, and feedback delivered at just the right time"
I think that this ideology is the strength of Michael F. Graves' article. Discussing the topic of teaching for understanding, it is apparent that educators presently are covering too many topics over the school year and as a result, students do not get a real grasp on many issues for they are taught over - generalized, disjointed facts year after year. This has certainly been the case in my own education, except for one African - American history course I took two years ago. One particular Professor of mine implemented the teaching for understanding method and it is no coincidence that I deeply enjoyed the course, and that I can recall just about every topic that was covered. I am certain that this Professor fostered my fascination of African - American history and I continue to explore and research this topic to date. Within the article, Graves draws attention to Perkins' three tasks which involve the ability to:
1. retain important information
2. understand topics deeply
3. actively use knowledge gained
If teachers strive to meet the criteria listed above, I think that students will graduate with an education that is meaningful to them, and one in which they will want to extend.
Reply 2a
Author: Tiffany_Walker
Date: 12-06-1999 23:41
It is extremely important that students are being taught in order to fully understand the material being taught. I agree with the comment that less topics should be covered. Granted, it may be hard to determine the specific topics, but in the long run there would be more students understanding concepts and ideas presented in classrooms rather than a small portion understanding and most retaining the information for the tests and then forgetting it. I feel this is what many students today do-- memorize some basic information to get them through a text and then forget what they have learned. What exactly is this teaching our students???? Not much at all. Why not spend more time on analyzing, helping students understand, and then allow for active use of the knowledge rather than rushing throuhg about 100 topics and covering only the basis? Seems to me students would perform better and probably even enjoy learning more as well.
Post 3
Author: Jeanna_Gavsie
Date: 11-11-1999 22:46
Fostering High Levels of Reading and Learning in Secondary Students discusses the importance of teaching for understanding. Perkins explains that "Understanding enables a person to explain, muster evidence, find examples, generalize, apply concepts, analogize, represent in a new way, and so on". These are all ways a person shows that they truly understand information. Perkins goes on to state that teachers cannot simply present information. This is not teaching our students to "understand". We need to spend more time with our students teaching them how to understand. . In order for students to be able to accomplish this kind of understanding, Perkins suggests that we need to teach far fewer topics than we currently are.
I disagree with the idea of decreasing the number of topics being taught. However, I do agree with the concept of teaching for understanding. I think that there are many different ways we can accomplish this kind of teaching without narrowing topics. Information needs to have a real-life connection. I think that with a real life connection students will be able to relate information at a different level then they do now. If students can walk outside of the classroom and see the information in their own real-life it will help them to form their own understanding. I think this is vital to teaching understanding. As teachers it is not our job to simply pass on information rather we should be encouraging and supportive as students begin to discover on their own. Learning for meaning can happen in the classes that are already established. It is our job to show them that the information we are presenting is not solely found in the classroom but rather is all around us in many different aspects of our life. With that said, I also think it is vital that we show links among the different classes. Connections to real-life would help students better understand the topics instead of shrinking the number of classes they are allowed to take.
Reply 3a
Author: Patti_Osborn
Date: 11-13-1999 17:56
While I agree with Jeanna's point that giving real-life connections to students can increase their understanding, I disagree with her contention that we do not have
to narrow the topics covered in the curriculum. I strongly believe that this is necessary. It is much more important for a student to know a few topics well than to
know a little something about several topics. Even if we give student real examples, understanding will still not be increased if we do not cover material more
in-depth. I took a European History course in my senior year of high school, and this class was a prime example of the problem with focusing on too many topics
This class covered European history from the early days up to the present time. Covering hundreds of years of history in one course was too much, I retained almost
nothing from the class, and while I was in the class, I felt as if I was just trying to memorize a string of events rather than deeply understand them. If we had focused
on a smaller period of time or just certain important events, I believe the class would have been much more useful to me.
Graves makes some other good points in his article. I agree with the fact that there is not enough focus on reading in secondary schools. I read an article for one of
my reading classes that described a struggling middle school student. He was sent to a resource room, where he didn't really get help learning how to read, which
was his problem in the first place. He was simply helped through his assignments. The fact is, there are many students who still struggle with reading past the
primary grades, and teachers still need to work on helping their students.
As I mentioned earlier, I agree with Graves' idea of using real-life examples in the classroom. My best classes have been where the professors or teachers related
what we were doing to contemporary, relevant issues. It is also important to do activies that foster understanding, since a teacher lecturing every day causes
students to get bored and does not help them retain or understand the information.
Graves has a lot of good things to say not only about reading in secondary schools, but also about learning and education in general.
Reply 3b
Author: Brian_Martin
Date: 12-02-1999 13:34
I agree with Patti's comments about the article. Only recently was I introduced with the trite phrase "less is more." Yet, thinking through this basic concept more in regards to organizing the curriculum of my classroom as a high school English teacher, I am beginning to see the truth of this concept. I think Graves makes an excellent point in saying that the topics covered over the course of the year need to be narrowed if the information that is encountered is actually going to become knowledge. As I see it, information is facts that the students can recite back to the teacher in any number of ways. Yet, to be knowledge, this information has to be critically examined and fit into the student's worldview. Why do we teach history? Not so that the students can remember some basic facts about World War II. We teach history so that they can be exposed to the hate that was manifested in the German's extermination of the Jews (or in the concentration camps of Asians in America for that matter) so that they can examine its reality and relate that to their thoughts about people, life, death, what is important. If students are going to be able to process the information, we have to give them time, we have to narrow the scope of what we want to cover. Why inundate them with readings that end up being skimmed over and forgotten? I would rather let my students dig into one author's poetry than briefly exposed to several author's poetry.
I'm excited to read Grave's article and imagine its implications for secondary education if his ideas are taken to heart by teachers.
Reply 3c
Author: Dee_Karras
Date: 12-06-1999 00:58
In response to Brian, I agree that "less is more" but at the same time more exposure gives a student more of a chance to grasp the overall concept. Exposure to various genres gives students a chance to think about and really grapple with the concepts behind different literature. Students might have problems with poetry, but are able to grasp themes better through a biography or a non-fiction novel. At the same time, Reality only allows a certain amount of time for each unit. Not to mention a teacher has certain books and literature he or she must cover, but in reality only a certain amount of time is allotted to each reading. Time is such a valuable concept. Therefore, when Graves points out that this means assessment and application are extremely important in the process, I think he means that they need to happen more frequently. This monitoring of student understanding will only help them to reach the ultimate goal of knowledge of the overall theme such as beauty. The students need to be exposed to as much literature as possible having to do with the theme in order to deeply understand the theme and to apply it to every day life. Exposure is key.Graves made me realize that in order to really lead students to ultimate understanding, I really need to understand the literature and be an expert in my field of reading education.
Reply 3d
Author: Rebecca_Wangenheim
Date: 12-06-1999 09:09
"Teaching for understanding is hard. But by realizing that we can't teach everything -- or, to be more precise, that students can't learn, understand, and remember everything -- and by using tools such as Perkins' four-part framework in situations where they are appropriate, understanding is a goal we can help our students reach."
I think this statement really summed up Grave's article well. I think that as teachers, we need to understand that our students aren't going to understand everything all of the time. I think that it's also important that we present a wide variety of topics to our students, because each student is going to understand something different, so in that aspect, I think that having a lot to teach and touch upon is good because it allows our students to be exposed to a huge variety of topics that they might actually find an interest in. I also know that you can't teach for true understanding if you have to teach 50 poets in one semester. Most likely your students aren't going to get much if any understanding that way. But limiting the topics to a select few is also good and bad. If you have only a select few topics and you have students that really have no interesting in learning or understanding these things, then your students are going to get as much out of the class as they would if you zipped through 50 poets in one semester.
I think what needs to happen is a happy medium needs to be found. I think that when a variety of topics are introduced in class the students can find something that is of real interest to them. Then maybe what can happen is as a teacher, we could design an independant project of sorts (using what's taught in the classroom as a supplement), for the students to do, so that they can really delve into something that interests them, thus promoting an understanding of that topic. I'm not quite sure how to approach this independant project idea, but I think that with some thought it could work to serve as a happy medium in between the 50 poets a semester and the bare minimum.
Reply 3e
Author: Kelly_Foster
Date: 04-20-2000 17:22
The reading instruction I received in school was always focused on skill mastery. The skills were taught separate from one another. Unfortunately, this kind of reading instruction is still going on. Reading specialists are sometimes treated more as homework tutors. These types of practices are why there are many secondary students who can not read very well. Sadly, these students are often so behind by the time this is realized that it is impossible to reverse all the damaging instruction done to him/her. If we were to focus on overall understanding of material, including the ideas and emotions evoked, instead of individual skill instruction, than these problems in secondary schools may begin to decline. After, almost every child begins their life loving reading, and by the time they gets through school, alot of them hate it. We need to find ways to continue to nourish that initial love for reading in our students and many of our problems may be eliminated.
Post 4
Author: Raman_Gill
Date: 11-12-1999 19:41
I am in agreement with Michael Graves's contention that beyond the lower elementary grades, reading skills are not cultivated within students in a way that enhances their understanding of key ideas. While a variety of changes in education are taking place in terms of constructivism, situated learning and sociocultural concerns, much remains to be done with regard to reading at the secondary level. Graves suggests reading education to be a gradual process-one that should span throughout both elementary and highschool; a skill which, like most other skills, must be practiced and given thorough attention and guidance. In spite of numerous campaigns that promote literacy, attention is focused primarily upon the lower grades. Reading skills and strategies are taught, but often they remain underdeveloped. This article does not discuss reading alone; rather, the author presents a holistic view of what secondary education should entail and the importance of literacy within the entire context of effective education. He urges teaching for the sake of understanding. An in depth understanding of material can be achieved largely through strong abilities in reading. In essence, Graves reminds us of the fundamental aim of education, which is to prepare students for the outside world. He asserts that "in some ways schooling is not going well even for our best students, that all too few students attain the deep level of understanding critical in today's world". There is much in the way of statistical data to support this view. Graves's ideas concerning methods to help students "retain important information, and actively use the knowledge they gain" are highly plausible; they echo the notion of quality in education versus quantity. In efforts to cover such a broad curriculum, what is being lost sight of, is the necessity of fostering the vital skills of thinking about and analyzing information. In order to form some type of relationship with the material learned, whether in science, history, literature or mathematics, students must be challenged to question and investigate. The quality of education is deteriorated if abundant emphasis is placed upon the simple acquisition of facts. But teachers cannot be held solely responsible for this. Afterall, they are required to fulfill the criteria outlined in curriculum guides. They must attend to numerous expectations from the ministry, school administration, parents, and from students-resulting in massive time constraints. Graves refers to Perkins' notion of teaching for understanding, stating that "we need to teach far fewer topics than we are currently teaching but to teach them far more thoroughly than we typically do". Extending topics involving historical and political issues by studying them in prolonged units, would not only enhance students' knowledge, but would also invigorate their curiosity and interest. Fewer subjects with more time allotted to each one, would provide the space for students to develop intellectually and to acquire an identity as independent learners. A greater exposure to reading and related media within the realm of communication, would contribute to such a method of learning. Providing students with the necessary tools for communication will, undoubtedly, better prepare them for what lies beyond highschool. The cultivation of insightful thinking will allow students to be active participants in a society of which education is such a significant part. A greater understanding of what shapes the world in which they live, will only broaden horizons and expand opportunities while fostering a greater appreciation of learning.
Post 5
Author: Peggy_McDonald
Date: 01-18-2000 07:45
I really enjoyed this article! It focused on something that I find so important for teachers today to really know and understand - that we must teach in order for our students to understand what we are trying to say!
Our students do not retain the information that we share with them, and I agree that part of the reason is because we try to cover too much too fast. The reading program at our school has us do a story a week. Even though these stories are short, we spend little time on every aspect of it: prior knowledge, 5 minutes, vocabulary, 15 minutes, and answering comprehension questions. This is done, and next week, a different story. The students are rushed, and they are bored. They should be allowed to learn about something, and be allowed to understand it.
We can't pick stories at random, and just tell students, "read and answer." They'll forget the story and the vocabulary in a week.
Mr. Graves makes a great point. Lessons shouldn't just stop once the reading is done. Most importantly, reading shouldn't be the only way the student is exposed to the lesson. The other media Mr. Graves mentions - audiotapes, videotapes, the Internet - are essential. However, to tie it to Maureen Carroll's article on classroom technology, they should enhance the lessons.
This article shows the importance of students not simply ingesting information, but inquiring on it as well. Our feedback is an important part. We must not forget that no matter what role technology plays in education, our support is key for any understanding to take place.
Reply 5a
Author: Charlotte_Zeitsiff
Date: 02-20-2000 16:38
I agree that Graves' article is excellent food for thought. His explanation and interpretation of the concepts that are involved in the teaching for understanding theory could be suggested as future long-range goals for the curriculum planning within our school system. Essentially, teaching for understanding as I perceive it, is yet a higher level of implementation of Bloom's Taxonomy. Teaching our students to think is what teaching for understanding is all about. It is only the very highest levels of thinking and questioning that really require direction from another, more learned person other than a peer (and this is only sometimes), if the learner knows how to think! My question is, "Who is going to decide which units we're going to teach?" Ah yes, we've opened another can of worms!
Post 6
Author: Martha_Matyas
Date: 01-28-2000 10:04
I really enjoyed this article. I think Graves brings up several very good points about teaching for understanding when we says students must retain important information, understand topics deeply, and actively use the knowledge they gain. As a student myself, I find these three statements to be very true. I believe if teachers exposed students to fewer topics, yet studied these topics with a deeper understanding that students would learn more, remember more, and be able to use the knowledge they've gained in their own lives.
I believe that education should foster a love of learning. Schools should be places where students learn to question--they should be places of inquiry. Schools
should not be places where students are hand feed information that they are supposed to feed back on a test. When students are given the opportunity to question
and find the answers to their questions learning will truly be taking place. I believe that integrating Graves's ideas into the classroom will help to accomplish this.