reflection on Chapter 5

1. How do we know what our students know about the topics we plan to address?

2. How would you go about teaching for “deep understanding”?

It can be achieved through " repeated instruction in multiple contests" 

3. How would you teach for student relevance?

The thought about 'how meaningful the learning experience is' from student's perspective should be considered from a planning stage. The experience should connect the lives in and out of school. 

4. How might teaching for student relevance be a ridiculously bad thing?

If a teacher tries to connect things that does not make sense at all.

5. For the unit you are envisioning, what will be your “entrance strategy”?

Sharing about what they already know about the subject, and by helping them to personalize 

6. In an inquiry based, constructivist approach, a key question is “What does that mean?  What are some other ways that you can ask that question?

7. As art teachers, we often pose artistic problems for our students, defining the constraints that we hope will cultivate divergent, creative solutions.  How do you plan to have students become researchers and pose their own creative problems?

8. At this early stage in your unit, how do you envision the sequential organization of learning experiences or activities? Make a list of what you plan to do in sequence.

9. How will you determine if what you are doing is working? What counts as evidence of learning for you?

First of all, if students are enjoying what they are doing as a task. It shows that he/she  understood it. 

10. What are the learning goals for your unit?  What kinds of understandings are you reaching for in these goals?