6 Facets Of Understanding Pdf

[Ferdinando Addison]

Theframework was created by Grant Wiggins and Jay McTighe to work with and through their Understanding by Design model. Because it is intended to, in part, support teachers in evaluating and assessing student understanding, it can not only be used to design assessments but also create the activities and lessons designed to lead to that understanding. (Think backward design.)

Students who understand can use their knowledge and skill in new situations (and) place emphasis on application in authentic contexts with a real or simulated audience, purpose, settings, constraints, and background noise.

Perspective is demonstrated when the student can see things from different points of view, articulate the other side of the case, see the big picture, recognize underlying assumptions, and take a critical stance.

Intellectual imagination is essential to understanding and it manifests itself not only in the arts and literature but more generally through the ability to appreciate people who think and act differently than us.

A facet is an atomic piece of metadata identified by its name. This means that emitting a new facet with the same name for the same entity replaces the previous facet instance for that entity entirely. It is defined as a JSON object that can be either part of the spec or a custom facet defined in a different project.

Custom facets must use a distinct prefix named after the project defining them to avoid collision with standard facets defined in the OpenLineage.json spec.They have a \_schemaURL field pointing to the corresponding version of the facet schema (as a JSONPointer: $ref URL location ).

The versioned URL must be an immutable pointer to the version of the facet schema. For example, it should include a tag of a git sha and not a branch name. This should also be a canonical URL. There should be only one URL used for a given version of a schema.

The naming of custom facets should follow the pattern prefixnameentityFacet PascalCased.

The prefix must be a distinct identifier named after the project defining it to avoid colision with standard facets defined in the OpenLineage.json spec.The entity is the core entity for which the facet is attached.

nominalTime: Captures the time this run is scheduled for. This is a typical usage for time based scheduled job. The job has a nominal schedule time that will be different from the actual time it is running at.

parent: Captures the parent job and Run when the run was spawn from a parent run. For example in the case of Airflow, there's a run for the DAG that then spawns runs for individual tasks that would refer to the parent run as the DAG run. Similarly when a SparkOperator starts a Spark job, this creates a separate run that refers to the task run as its parent.

dataQualityMetrics: Captures dataset-level and column-level data quality metrics when scanning a dataset whith a DataQuality library (row count, byte size, null count, distinct count, average, min, max, quantiles).

The six facets of understanding are a way of confirming students truly understand what they have been taught. The six facets represent different ways of demonstrating understanding. If students do any of the six facets, they are demonstrating a level or degree of understanding.

There are different degrees of understanding. Understanding can be deepened or furthered by questions that arise from reflection, discussion, and application of ideas. A complete and mature understanding ideally involves the full development of all six kinds of understanding.

At this first level, students can provide sophisticated explanations or theories to expand upon events, actions, and ideas. They are able to provide thorough and justifiable accounts of phenomena, facts, and data.

At this level, students can identify meaning in what they have learned through interpretations, narratives, and translations. They are able to relate it to their life and things happening around them. They are able to tell meaningful stories, offer apt translations, provide a revealing historical or personal dimension to ideas and events. Furthermore, they can make it personal or accessible through images, anecdotes, analogies, and models.

At this level, students can demonstrate the ability to effectively adapt what they have learned by using knowledge in new situations and contexts. They are able to take what they know and use it in everyday life.

At this level, students can identify a variety of critical and insightful points of view. They are able to see and hear viewpoints through critical eyes and ears, and understand something from more than their own perspective. They are also able to see the big picture.

At this final level, students demonstrate a wisdom in knowing their personal style, prejudices, projections, and habits of mind both shape and impede our own understanding. They are aware of what they do not understand and why understanding is so hard. They are able to see the difference between their perspective and others.

This goal means supporting children to feel strong and proud of who they are without needing to feel superior to anyone else. It means children will learn accurate, respectful language to describe who they and others are. Teachers will support children to develop and be comfortable within their home culture and within the school culture. Goal 1 is the starting place for all children, in all settings.

This goal means guiding children to be able to think about and have words for how people are the same and how they are different. It includes helping children feel and behave respectfully, warmly, and confidently with people who are different from themselves. It includes encouraging children to learn both about how they are different from other children and about how they are similar. These are never either/or realities because people are simultaneously the same and different from one another. This goal is the heart of learning how to treat all people caringly and fairly.

Learning experiences include opportunities for children to understand and practice skills for identifying unfair and untrue images (stereotypes), comments (teasing, name-calling), and behaviors (isolation, discrimination) directed at themselves or

at others. This includes issues of gender, race, ethnicity, language, disability, economic class, age, body shape, and more. These are early lessons in critical thinking for children, figuring out what they see and hear and testing it against the notions of kindness and fairness.

Just about every subject area in the typical early childhood program has possibilities for anti-bias education themes and activities. For instance, early childhood education themes of self-discovery, family, and community are deeper, and more meaningful, when they include explorations of ability, culture, economic class, gender identity, and racialized identity. So, too, issues of fairness (Goal 3) and acting for fairness (Goal 4) arise as children explore various curriculum topics.

At group time, the teacher follows up by asking children about the different words they have for people in their family. As the children call out Grandma, Oma, Pops, Daddy, Papa, Abuelita, and more, she writes them on a chart. She assures them that none of the words are wrong. They are just different. And they all mean someone who loves them.

The ongoing examination of how people are simultaneously the same and different provides children with a conceptual framework for thinking about the world they live in. For example, children playing with blocks can learn that although some children like to build tall towers and some like to build long, flat structures on the floor, all the children like to build. Art projects can show enthusiasm and admiration for blacks and browns along with all the other wonderful colors of the spectrum. The common curriculum topic of harvest time can include respecting and making visible the people who grow, pick, and transport our food.

Everyday activities offer opportunities for Goals 3 and 4 as well. Arguments over toys can include discussion of fairness and kindness. Exclusionary play, stereotypes in books, or teasing are experiences open to critical thinking about hurtful behavior and for problem solving toward just solutions.

An anti-bias education approach is not a recipe. Rather, teachers include anti-bias issues in their planning by considering the children and families they serve and the curriculum approach their program uses. Here are key questions to ask yourself as you and your colleagues plan learning activities and environments. Begin by asking yourself these questions for one or two activities a week, and see how they change what you do and how the children respond.

You do not wait for children to open up the topic of reading or numbers before making literacy and numeracy part of the daily early childhood curriculum. Because you have decided that these understandings and skills are essential for children, you provide literacy and numeracy discussions and activities in your classroom. A balance between child-initiated and teacher-initiated activities is as vital in anti-bias education as in any other part of the early childhood curriculum.

Louise Derman-Sparks, MA, has worked with children and adults in early childhood education for more than 50 years and is a faculty emerita of Pacific Oaks College. She is coauthor of several books, including Leading Anti-Bias Early Childhood Programs: A Guide for Change, Anti-Bias Education for Young Children and Ourselves, and Teaching/Learning Anti-Racism: A Developmental Approach.

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Anorexia nervosa (AN) has a multifaceted and complex pathology, yet major gaps remain in our understanding of factors involved in AN pathology. MicroRNAs (miRNAs) play a regulatory role in translating genes into proteins and help understand and treat diseases. An extensive literature review on miRNAs with AN and comorbidities has uncovered a significant lack in miRNA research. To demonstrate the importance of understanding miRNA deregulation, we surveyed the literature on depression and obesity providing examples of relevant miRNAs. For AN, no miRNA sequencing or array studies have been found, unlike other psychiatric disorders. For depression and obesity, screenings and mechanistic studies were conducted, leading to clinical studies to improve understanding of their regulatory influences. MiRNAs are promising targets for studying AN due to their role as signaling molecules, involvement in psychiatric-metabolic axes, and potential as biomarkers. These characteristics offer valuable insights into the disease's etiology and potential new treatment options. The first miRNA-based treatment for rare metabolic disorders has been approved by the FDA and it is expected that these advancements will increase in the next decade. MiRNA research in AN is essential to examine its role in the development, manifestation, and progression of the disease. PUBLIC SIGNIFICANCE: The current understanding of the development and treatment of AN is insufficient. miRNAs are short regulatory sequences that influence the translation of genes into proteins. They are the subject of research in various diseases, including both metabolic and psychiatric disorders. Studying miRNAs in AN may elucidate their causal and regulatory role, uncover potential biomarkers, and allow for future targeted treatments.

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