explain why one never uses know or understand when designing a lesson
When designing a lesson, it is important to avoid using the phrases "know" or "understand" because these terms assume a level of prior knowledge or comprehension from the students that may not exist. Here are a few reasons why these terms should be avoided:
1. Presumptions of Prior Knowledge: Using phrases like "know" or "understand" assumes that the students already possess certain knowledge or understanding of the topic. This presumption may overlook the fact that learners come from diverse backgrounds and may have varying levels of familiarity with the subject matter.
2. Lack of Clarity: "Know" or "understand" are vague terms that do not provide any specific guidance on the intended learning outcomes. Instead, it is essential to identify clear, measurable learning objectives that describe what students should be able to do or demonstrate by the end of the lesson.
3. Misalignment with Learning Process: These terms do not convey the progressive nature of learning. Learning is a continuous process of acquiring new knowledge, skills, and abilities. By using terms like "know" or "understand," the focus is shifted to a fixed state of achievement rather than the ongoing growth and development of the students.
4. Student Engagement: Phrases like "know" or "understand" may discourage student engagement and inquiry. They imply a passive approach to learning, where students are expected to consume information rather than actively engage in exploring, questioning, and constructing knowledge.
5. Assessability: Assessing whether students "know" or "understand" something can be challenging as these terms lack specificity. It is preferable to frame learning objectives in terms of observable actions or behaviors that can be assessed more effectively.
6. Individual Differences: Every student has a unique learning style, pace, and background knowledge. By avoiding phrases like "know" or "understand," teachers can create an inclusive learning environment that acknowledges and accommodates these differences, encouraging personal growth and development.
Instead of relying on these terms, lesson designers should focus on setting clear, attainable objectives that describe the specific knowledge, skills, or abilities students should acquire. This way, the lesson can be designed to cater to learners' needs, promote active engagement, and facilitate a more meaningful learning experience.
When designing a lesson, it is generally advised to avoid using the words "know" and "understand" because they do not provide clear objectives or measurable outcomes. Here's why:
1. Lack of Clarity: "Know" and "understand" are vague terms that can be interpreted differently by different individuals. They do not clearly define what students should be able to do or demonstrate after completing the lesson.
2. Lack of Measurability: These words do not allow for easy assessment of student learning. They do not provide specific criteria against which progress can be measured, making it difficult to determine if the lesson objectives have been achieved.
3. Inadequate Guidance: Using "know" or "understand" as learning objectives does not provide clear guidance to educators on how to design and deliver the lesson effectively. It makes it challenging to create activities, assessments, and instruction that align with desired learning outcomes.
4. Potential Misalignment: When solely focusing on "knowing" or "understanding," the lesson may neglect other important aspects of learning, such as critical thinking, problem-solving, creativity, or real-life application.
Instead of using "know" or "understand," it is recommended to formulate clear and measurable learning objectives using action verbs. For example, objectives could be phrased as "students will be able to analyze," "students will demonstrate proficiency in," or "students will be able to solve." These action verbs provide educators with specific learning outcomes that can be assessed and guide the instructional design process effectively.