Chapter 7

Abstract:
This chapter is about educators teaching for understanding in academically diverse classrooms. It tells us that it is not that quantity of information that is imoprtant but the quality. It gives us six tipes for creating essential questions for teachers. It mentioned the learnig ladder and the problems with it. We should employ a small amount of essential questions. The chapter also introduces the six facets of learning as instructional tools. The chapter finishes be explaining the WHERETO format. Educators should think about WHERETO when they are developing a plan for format. Educators should think about WHERETO when they are developing a plan for learning. These elements provide the armature or blueprint for instructional planning.

Reaction:
I really liked the initial statement in the chapter that, "Understaning must be earned, whereas facts can me memorized and skills developed through drill and practice, coming to an understanding on 'big ideas' requires students to construct meaning themselves." I believe this 100%. Students can sit and listen to you giving a lecture all year and not fully understand unless they have put in the time themselves. Tyler felt a connection with the ladder theory and the WHERETO format. Tyler and Katie both felt that you need to build off of things that you learn to reach the next level. Tyler liked that WHERETO format because they are good questions to consider when developing the guidelines for a lesson plans. Tyler believes they cover all important aspects that will help the students get the most out of the lesson. Rich also believes that WHERETO would be very good when starting to plan a lesson. He likes how this chapter used self knowledge in the math example. He also liked the idea of posting the essential questions on the wall that we it is clear to the students of what they have to do. Rich himself has always done better when he knows what needs to be done.