PEDAGOGICAL APPROACH TEACHING FOR UNDERSTANDING- EPC

Abstract

Teaching for Understanding, also known as Teaching for Understanding (TfU), emerged in 1988 at Harvard University. Based on the experience of professors such as David Perkins, Vito Perrone, and Howard Gardner, the project aimed to systematize a project that would position understanding as a central axis in the teaching and learning process. Since then, this approach has been recognized by several public and private educational institutions, which have expressed interest and chosen it as an Institutional Educational Project option due to its structure and its theoretical foundations based on constructivism, where learning takes place by doing. Its structure is composed of generative topics, goals and performances of understanding, and continuous diagnostic assessment. These elements are contemplated in a lesson planning format called the Unit of Understanding (UoC). There, teachers organize, plan, and develop their classes in accordance with what they should teach and what their students should understand, so that they achieve deeper understanding and progressively evoke their learning through the applicability of these in innovative and creative ways in their own context. In light of the above, this review article is presented here. A careful reading of one book and 12 publications has been carried out, resulting in the conceptualization and construction of suggested formats for the planning of generative topics and lesson planning (LLP). The purpose of this is to provide a theoretical approach to teachers at educational institutions that follow this approach or that are in the process of transitioning to choose one.