Goals and preconditions. The primary goal of this theory is the cultivation of understanding as a performance capability. Therefore, it is intended only for situations where understanding is a central concern.

Values. Some of the values upon which this theory is based include:

• being able to deploy knowledge with understanding,
• learning topics that are central to the discipline or domain,
• motivation ("genuine involvement, commitment, and emotional response"),
• active use and transfer of knowledge,
• retention of knowledge,
• organized, systematic approaches to constructivist teaching,
• a broad and flexible range of pedagogical styles, including direct instruction,
• students providing feedback to each other.

Methods. Here are the major methods this theory offers:

• Select generative topics for study (teacher and student). They should be:
  1. central to the domain or discipline
  2. accessible and interesting to the students
  3. interesting to the teacher
  4. connectable to diverse themes
  5. typically grander themes of rich and illuminating character
  
  
• Select and publicly state understanding goals (teacher and student). They should be:
  1. nested (with subgoals)
  2. central to the domain or discipline regarding:
     1. content knowledge in the domain
     2. methods in the domain
     3. purposes of the domain
     4. forms of expression in the domain
  
  
• Engage in understanding performances (students).
  1. Purposes:
     1. advance learners' understanding
     2. publicly demonstrate learners' understanding so far
  2. Criteria:
     1. should relate directly to the understanding goals
     2. should develop understanding through practice
        1. reflective engagement in challenging, approachable tasks
        2. sequenced to broader and deeper understandings
           1. entry performances (exploratory)
           2. mid-sequence performances (organized; guided inquiry)
           3. culminating performances (product and/or presentation)
        3. feedback and revision
     3. should engage multiple learning styles and forms of expression
  
  
• Provide ongoing assessment (teacher). It should be:
  1. relevant, explicit, and public
  2. frequent
  3. from multiple sources
  4. used to gauge progress and inform planning

Major contributions. The focus on understanding as an important kind of learning outcome. The emphasis on performances as integral to both the development and assessment of understanding. A teaching methodology that makes practical sense to teachers, operationalizing in an accessible way a broadly constructivist approach to teaching and learning.