| Abstract: | The author reports findings from a study that explored the methods a U.S. history teacher used to promote students' higher order thinking and engagement. The teacher, Mr. Scott (a pseudonym), challenged his urban high school students to develop stronger understandings of history by enacting elements of the teaching for understanding (TFU) curricular framework (Perkins and Blythe 1994 Perkins, D. and Blythe, T. 1994. Putting understanding up front. Educational Leadership, 51(5): 4–7. Web of Science ®] , Google Scholar]; Wiske 1998). This article describes how the teacher shared his learning goals with students, created interesting and engaging central questions and culminating group projects, and assessed students' performances. The findings illustrate the power of linking curricular frameworks such as TFU to practice and provide a model of what is possible (Shulman 1987 Shulman, L. S. 1987. Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1): 1–22. Crossref], Web of Science ®] , Google Scholar]) for practicing teachers. |
