Blog 5: True Understanding and Comprehension

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     In the chapter by Beers, the author focused on what true understanding is. She emphasizes that understanding is a process; students do not just "learn enough" to suddenly understand. Instead, they need to interact with the concept, the ideas underlying the concept, the implications of the concept, and the context surrounding it before they can truly understand the concept. Students also need to discuss the concept and the ideas of their peers about the concept. The chapter by Hinchman discussed strategies to help students with comprehension. The author discussed the importance of vocabulary and using background knowledge from other subject areas to understand a text. Close reading and its components were also discussed, along with strategies for students to self-assess their comprehension.
     I thought that the two chapters together were a good combination of more idealistic, overarching theory and pragmatic, specific strategies. I think that both are needed, otherwise there is a risk of being too idealistic, or too formulaic. I also agree that students need to interact with the concept for an extended period of time in order to become invested in it and really understand it. Often, in some classes I have been in, teachers move on from a topic too quickly, before students have internalized it. However, I was left with a question after reading these chapters. What can teachers do to interest students in a topic that is not interesting to the student? Sometimes teachers cannot ask students what they are interested in and only teach off that list. Sometimes students are stubborn and determined to hate reading, for example. How can we break through that? I think that explaining the importance of the topic and relating it to students is important, but sometimes students resist anyway, and I am not sure what can be done about it.

What can teachers do to interest students in a topic that is not interesting to the student?
How can teachers encourage students to self-monitor their comprehension?
How can true understanding be measured? (If we are teaching it, we need to assess it)

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