Understanding by Design: Expanded Second Edition / Edition 2 available in Paperback
The highly anticipated second edition of Understanding by Design poses the core, essential questions of understanding and design, and provides readers with practical solutions for the teacher-designer. The book opens by analyzing the logic of backward design as an alternative to coverage and activity-oriented plans. Though backward from habit, this approach brings more focus and coherence to instruction. The book proposes a multifaceted approach, with the six “facets” of understanding. The facets combine with backward design to provide a powerful, expanded array of practical tools and strategies for designing curriculum, instruction, and assessments that lead students at all grade levels to genuine understanding. The second edition, a refined work, has been thoroughly and extensively revised, updated, and expanded, including improvement of the UbD Template, the key terms of UbD, dozens of worksheets, and some of the larger concepts. The authors have successfully put together a text that demonstrates what best practice in the design of learning looks like, enhancing for its audience their capability for creating more engaging and effective learning, whether the student is a third grader, a college freshman, or a faculty member.
Table of Contents
List of Figures.
1. Backward Design.
2. Understanding Understanding.
3. Gaining Clarity on Our Goals.
4. The Six Facets of Understanding.
5. Essential Questions: Doorways to Understanding.
6. Crafting Understandings.
7. Thinking like an Assessor.
8. Criteria and Validity.
9. Planning for Learning.
10. Teaching for Understanding.
11. The Design Process.
12. The Big Picture: UbD as Curriculum Framework.
13. 'Yes, but...'
Afterword: Getting Started.
Appendix: Sample 6-Page Template.
About the Authors.
Most Helpful Customer Reviews
"This book is about good design -- of curriculum, assessment, and instruction. The book is written to answer the question -- how do we make it more likely, by our design, that students really understand what they are asked to learn?"