MAPEH Homepage

Six Facets of Understanding

Transfer manifests itself in a variety of ways. More specifically, we propose that understanding as transfer is revealed through six facets of understanding, summarized here. Individuals who understand and can transfer their learning:

1.  Can explain: make connections, draw inferences, express them in their own words with support or justifi cation; use apt analogies; teach others.
2. Can interpret: make sense of, provide a revealing historical or personal dimension to ideas, data, and events; make it personal or accessible through images, anecdotes, analogies, and stories; turn data into information; provide a compelling and coherent theory.
3. Can apply and adjust: use what they have learned in varied and unique situations; go beyond the context in which they learned to new units, courses, and situations beyond the school.
4. Have perspective: see the big picture; are aware of, and consider, various points of view; take a critical or disinterested stance; recognize and avoid bias in how positions are stated.
5. Show empathy: perceive sensitively; can “walk in another’s shoes”; fi nd potential value in what others might fi nd odd, alien, or implausible.
6. Have self-knowledge: show metacognitive awareness; refl ect on the meaning of new learning and experiences; recognize the prejudices, projections, and  habits of mind that both shape and impede their own understanding; are aware of what they do not understand in this context.

Common characteristics for effective learning design:

1.  Expectations. The best learning designs

• Provide clear learning goals and transparent expectations.
• Cast learning goals in terms of specifi c and meaningful performance
• Frame the work around genuine issues/questions/problems
• Show models or exemplars of expected performance and thinking.

•  The teacher serves as a facilitator/coach to support and guide learner inquiry.
• Targeted instruction and relevant resources are provided to equip students for expected performance.
• The textbook serves as one resource among many (i.e., text is resource, not syllabus).
• The teacher uncovers important ideas and processes by exploring essential questions and genuine applications of knowledge and skills.

• Individual differences (e.g., learning styles, skill levels, interests) are accommodated through a variety of activities and methods.
• There is variety in work and methods; and students have some choice (e.g., opportunities for both group and individual work).
• Learning is active/experiential to help students make sense of complex content.
• Cycles of model-try-feedback-refi ne anchor the learning.

•  There is no mystery as to performance goals or standards.
• Diagnostic assessments check for prior knowledge, skill level, and misconceptions.Students demonstrate their understanding through real-world applications (i.e., genuine use of knowledge and skills, tangible product, target audience).
• Assessment methods are matched to achievement targets.
• Ongoing, timely, and descriptive feedback is provided.
• Learners have opportunities for trial and error, refl ection, and revision.
• Self-assessment is expected and encouraged.

• Start with a hook and immerse the learner in a genuine problem/issue/ challenge.
•  Move back and forth from whole to part, with increasing complexity.
• Scaffold learning in doable increments.
• Teach as needed; don’t overteach all of the “basics” fi rst.
•  Revisit ideas—have learners rethink and revise earlier ideas or work.
•  Are flexible (e.g., respond to student needs; are revised to achieve goals.

The Cebu Blog Camp 2010

Gold Sponsors

Sponsor and Media Partner

Bronze Sponsors

Media and Institution Partners

Donors