Chapter 3 Page 96  

Teaching For Deep Understanding - An ETFO Curriculum Learning Resource Compilation

Impact on the Teacher

Instructional practices, design learning, and decision-making take on a new focus and a better-informed delivery.  
Through more effective lessons and classroom organization, the class experiences become further developed as 
an educational community both in the cognitive as well as the affective domains.

Through encouraging a sharing of ideas, each of the students feel validated and this, in turn, strengthens the 
feeling of a class community.  The teacher sees evidence that the students are more able to relate, question, and 
disagree agreeably in their own problem-solving efforts.

The holistic manner of approach demonstrates the applicability of deeper understanding to daily life 
experiences.  The success with this approach is evidenced by the fact that the students recognize the bigger 
ideas, ask the big questions, and articulate the key concepts more knowledgably.

Impact on the School

The impact has been realized as it has been shared will fellow colleagues.  The recognition that the students 
were previously learning at a rudimentary, surface level was a concern that was universally raised by the staff.  
From observing the enthusiasm, excitement and motivation expressed by the students who were exposed to this 
type of learning, it became evident that the students could more ably articulate what they had learned and could 
discuss deeper issues, and unearth more driving questions, to which they were motivated to seek the answers.

Further successes were experienced as more and more staff began to incorporate units, topics, and issues which 
directly impacted on the students’ prior knowledge, experiences, interests, puzzlements, and ideas.  Broader 
issues ensued as the staff and students collectively focused upon topics which were important to human 
wellbeing.  As a result of this approach, all students are more prepared to complete projects and presentations 
with confidence and pride.

Additional Resources for Teacher Learning

Bosak, S.  (1992).  Science is…A Source Book of Fascinating Fact, Projects and Activities, Scholastic.  ISBN 0-590-

74070-9.

Corney, B.  (2004).  Inventeering: A Problem-Solving Approach to Teaching Technology.  Trifolium Books.  ISBN 

1-55244-014-1.

Curriculum Plus.  (2001).  Sci-Tech Connections Grade 6.  Curriculum Plus.

Lawson, J.  (2000).  Hands-on Science - Level Four.  Peguis Publishers.  ISBN 1-894110-46-0.

Lawson, J.  (2000).  Hands-on Science - Level Five.  Peguis Publishers.  ISBN 1-894110-56-0.

Lawson, J.  (2000).  Hands-on Science - Level Six.  Peguis Publishers.  ISBN 1-894110-66-0.

Leithwood, K., McAdie, P., Bascia, N., and Rodrigue, A.  (Eds.).  (2004).  Teaching for Deep Understanding:  

Towards the Ontario Curriculum that we Need.  OISE/UT and ETFO.

McDonald, H.  (1998).  Puddle Questions for Science Grade Four:  Performance Assessment Investigations.  

Creative Publications.  ISBN 1-56107-844-X.

McDonald, H.  (1998).  Puddle Questions for Science Grade Five: Performance Assessment Investigations.  

Creative Publications.  ISBN 1-56107-845-X.

McDonald, H.  (1998).  Puddle Questions for Science Grade Six:  Performance Assessment Investigations.  Creative 

Publications.  ISBN 1-56107-846-8.