3S Understanding

Henderson writes the book with the ideas and also presents several real life examples.

Henderson even goes on to discuss how the community and school can get involved and help expand and support this form of curriculum.

Wiggins and McTighe describe the goal of backward design as, "lessons, unite, and courses should be logically inferred from the results sought, not derived from the methods, books, and activities with which we are most comfortable".

Wiggins and McTighe cover the subject matter and social aspects of 3S understanding.

Students need to see themselves as constantly learning through life as they develop skills in a fast changing world.

The authors report: Achieving education's goals in our time is shaped by the increasingly powerful technologies we have for communicating, collaborating, and learning.

[3] Teaching subject matter is important but it needs to focus on student thinking and assessment.

[3] It is important for students to make good choices and to know how to express emotion.

Henderson suggests that stereotypes are squashed at an early age and that grading should encourage all students.

In essence the argument is that people need to know the subject matter, how to use it in their lives, and how to be a good member of society.

Received standards stress the importance of “standardized factual knowledge and skills, knowledge and skills that are testable with a large population, and criteria based on a predetermined metric based on counting”.

Taking what the student knows of the subject and allowing them to show their understanding through demonstration and performances.

Henderson gives ways to assess if a student understands and shows wisdom on a topic.

He says a student who really understands, “can explain, can interpret, can apply, sees in perspective, demonstrates empathy, and reveals self-knowledge”.

It will stimulate students more and seeing themselves as lifelong learners will motivate them to acquire knowledge and wisdom.

Arani says: On this basis, the optional courses increase; the teacher's role changes; and the school should teach the students how to think, decide, and organize their thoughts, as well as how to gain the skills for learning, research, and collection and analysis of data.

Japan has realized and acted on the realization that basic knowledge base curriculum does not work anymore.

The authors include issues such as bullying, drugs and alcohol, smoking, violence, and sexually transmitted diseases.

Students and teachers can develop more of an interpersonal bond and even help their communities grow.

The article “More Like Real Life: Motivational Methods of Teaching in Upper Secondary School” is helpful in understanding how teachers and students interact.

It is a Swedish article but is important to understand the relationship between teacher and student for real life inclusion methods.