Making the Most of Understanding by Design / Edition 1

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Thousands of educators worldwide are already using Grant Wiggins and Jay McTighe’s Understanding by Design (UbD) as a framework for designing curriculum units, performance assessments, and instruction that lead students to deep understanding of content.

This book, based on data gathered from surveys, interviews, and focus group discussions, reflects what educators have learned about effective UbD implementation and explores how schools and districts can leverage UbD principles to improve student achievement, staff performance, and organizational productivity. Educators who have used the UbD framework for several years in various school settings present advice, strategies, and processes for using Understanding by Design to

* Design purposeful, coherent curricula
* Deliver instruction that promotes understanding for all
* Unpack district standards
* Expand assessment repertoires
* Create meaningful and effective professional development and teacher-induction programs
* Sustain a successful process of continuous improvement and strategic planning.

Each chapter concludes with organization-focused assessment questionnaires and related resources that can help you - as an individual or as a member of a study group or action research team - develop a clear, strategic sense of how to make the most of Understanding by Design as a catalyst for real learning, increased student achievement, and school and district renewal.

John L. Brown is an educational consultant for ASCD, where he works with product and professional development and serves as a member of the national training cadres for Understanding by Design and What Works in Schools.

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Product Details

  • ISBN-13: 9780871208606
  • Publisher: Association for Supervision & Curriculum Development
  • Publication date: 4/15/2004
  • Edition number: 1
  • Pages: 203
  • Product dimensions: 5.80 (w) x 8.90 (h) x 0.50 (d)

Table of Contents

List of Figures iv
Foreword v
Preface vii
Introduction 1
1. Implementing Understanding by Design: A Summary of Lessons Learned 12
2. Designing and Developing School and District Curricula 38
3. Promoting Student Achievement and Addressing State and District Standards 58
4. Promoting Student Understanding 80
5. Promoting Exemplary Professional Development Programs and Practices 99
6. Improving Preservice Training and Teacher-Induction Programs 122
7. Facilitating Organization Development, Continuous Improvement, and Strategic Planning 142
8. Looking to the Future of Understanding by Design 166
Appendix A. Educators Cited in Text 191
Appendix B. Locations of Focus Group Sessions 194
References and Resources 195
Index 199
About the Author 205
0.1 The Big Ideas About Understanding by Design Most Often Cited 8
0.2 The Essential Questions About Understanding by Design Most Often Asked 11
1.1 Understanding by Design High-Level User Questionnaire 31
1.2 What Have We Learned About Understanding by Design? A Summary of Preliminary ASCD Survey and Focus Group Results 33
1.3 Organizational Practices That Promote Understanding for All 36
2.1 Recommended Curriculum Design Principles 54
2.2 Curriculum Design and Development Principles That Promote Understanding for All 56
3.1 Student Behaviors Evident in Learning Environments That Promote Understanding for All 74
3.2 Assessment and Evaluation Practices That Promote Understanding for All 77
4.1 General Observations About and Strategies for Teaching for Understanding 95
4.2 Instructional Practices That Promote Excellence, Equity, and Understanding for All 97
5.1 The Top 10 Common Problems in UbD Staff Development 117
5.2 Professional Development That Promotes Staff Ownership and Deep Understanding 119
6.1 Preservice and Teacher-Induction Programs That Promote New Teacher Success 137
6.2 Mentoring Programs That Promote New Teacher Success 140
7.1 Understanding by Design Implications for Continuous Improvement Goals 160
7.2 Continuous Improvement Principles and Practices That Promote a Community of Learning and Inquiry 162
8.1 A Vision for Schooling That Promotes Understanding for All and a Lifelong Commitment to Learning 185
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