Apprenticeship

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Ritchhart (2007) Education Quarterly Australia 1 The Seven Rʼs of a Quality Curriculum Ron Ritchhart Project Zero, Harvard Graduate School of Education To teach for understanding, teachers must be able to identify the big ideas of their subject and know what it is they truly want students to understand. They also must engage students in understanding performances, that is, opportunities for actively building personal understanding, and provide meaningful feedback on learning as it unfolds. It is at this intersection of big ideas, understanding goals, performances, and assessment feedback that curriculum lives, in what I call the enacted curriculum. Over the past fifteen years I have worked with teachers exploring the enacted curriculum of understanding. During that time I’ve had the opportunity to reflect on the qualities that make an activity, a unit, a curriculum something that effectively engages students in developing a deeper understanding. Seven common criteria emerge: rigorous, rewarding, real, requires independence, rich in thinking, revealing, and reflective. I present these here as guidelines for the planning, enacting, and evaluating of a curriculum focused on understanding. Ritchhart (2007) Education Quarterly Australia 2 Rigorous What does it mean for a curriculum itself to be rigorous? For a task or a lesson? Rather than think of difficulty, I think in terms of affordances. A rigorous curriculum embodies and affords students opportunities to develop a deeper understanding and not just show what they already know. Too often curricula state carefully defined objectives that put an unintentional cap on students’ understanding and obscure the big ideas of the discipline, leading to superficial coverage. A rigorous curriculum must point the direction for learning but be open enough to extend students’ understanding beyond a minimal outcome. When I look at an activity a class is to do, I ask myself, “How can students further their learning of big disciplinary ideas through this task? How does this task launch the learning but avoid truncating it?” I also ask myself if students can do a particular task without understanding, by merely walking through the steps or repeating back information. If so, that performance doesn’t offer the rigor of understanding. Real Disciplinary learning can be thought of as a process by which individuals gradually increase their participation in communities of practice. As such, a curriculum that builds understanding must look to engage students in authentic disciplinary activities so that students’ classroom activities mirror the real work of adults in the field. Rather than learning about math, science, writing, history, and so on, students must become mathematicians, scientists, authors, and historians to build true disciplinary understanding. When a topic is assigned to a curriculum, we need to ask: When, where, and ho.

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Apprenticeship

1. Teaching and Learning through Cognitive Apprenticeship Presented by: David Eisenberg

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