THE AUTHOR A former middle and high school teacher, Tina Blythe is a researcher for Project Zero at Harvard University's Graduate School of Education.

• 1. What This Guide Is (and Isn't). 2. Understanding Understanding. 3. The Teaching for Understanding Framework. 4. Generative Topics. 5. Understanding Goals. 6. Performances of Understanding. 7. Ongoing Assessment. 8. Tips and Tools for Planning and Teaching. 9. Teaching for Understanding and Other Educational Practices.

"A Baedeker's Guide to learning to understand--the ability to knowand resourcefully use that knowing--and to teaching toward thatgoal.... This handbook will both encourage and assist thoseteachers who take on the important challenge of helping theirstudents to think deeply and resourcefully and to use thatintellectual power constructively." --Theodore R. Sizer, chairman,Coalition of Essential Schools "In exploring the process of teaching for understanding as teacherspractice it, this monograph succeeds, as few do, in providingdifferent ways of entering a teachers world. Building on teachers''inside knowledge,' the authors engage, provoke and coach-in justthe right ways-so that I, as a teacher, excited by these new ideas,want the semester to begin tomorrow!" --Ann Lieberman, TeachersCollege, Columbia University "This handbook is a Baedeker's Guide to learning to understand--theability to know and resourcefully to use that knowing--and toteaching toward that goal. The text is a readable, comprehensivemixture of argument, explanation, direction and example. The And of'deep understanding' is a complex idea and in many schools alamentably unfamiliar one. While never trivializing the subtlety ofthe task, this handbook will both encourage and assist thoseteachers who take on the important challenge of helping theirstudents to think deeply and resourcefully and to use thatintellectual power constructively." --Theodore R. Sizer,Chairman "The Team at Harvard Project Zero has approached the search for[ital]understanding, using skills and knowledge, from an incrediblypragmatic perspective. They offer complex ideas and sophisticatedstrategies in a style that is both readily understandable and fullof implications and directions for classroom use. Teachers andadministrators will benefit from this thoughtful work!" --Thomas R.Hoerr, director of the New City School in St. Louis, MO "Teaching that has understanding at its heart needs a powerfulstructure that nurtures thinking, personal engagement andmeaningful encounters with curriculum. In our efforts to maketeaching meaningful and learning matter, the Teaching forUnderstanding framework has been an invaluable resource." --SusanElhardt and Richard Walker, adjunct professors through SeattlePacific University