“Understanding as the capacity (knowledge,
skills, concepts, facts) learned in one context, usually the school context,
and used in a new context in a place where you haven’t been forewarned that you
should make use of that knowledge” (Gardner, 2004, n. p.).
In order to realize if students have
understood something or not, the teacher can provide a situation that students
have never seen before. In this way students need to apply what they have
learnt in this new situation (Brandt, 1993).
One of the phrases that can explain
“understanding” in Gardner’s view is “performance perspective”. It means the
ability of perform a subject in different ways of thought demanding, for
example: give an explanation, gather evidence, make instance, generalize,
pertain concepts, analogies, express in a new way, and etc. (Perkins, 1993).
If students do not exercise their
knowledge, sooner or later they will forget all the information that they
accumulated at school (Gardner, 2004). Also he (2004) emphasizes that just in
general performance teacher can be sure about students’ understanding.
References:
—Brandt,
R. (1993, April). On teaching for understanding: a conversation with Howard
Gardner. Educational Leadership, 50(7), 4-7.
—Gardner,
H. (2004). The unschooled mind: why even the best
students in the best schools do not understand. New
York: Basic Books.
—Perkins,
D. (1993). Teaching For Understanding.
Washington , DC: American Federation of Teachers.
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