Schooling by Design: Mission, Action, and Achievement

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ASCD, Jan 1, 2007 - Education - 287 pages
3 Reviews
Grant Wiggins and Jay McTighe answer these and other questions in Schooling by Design: Mission, Action, and Achievement. Building on the premise of Understanding by Design, their acclaimed framework for curriculum, instruction, and assessment, the authors present a compelling argument for using the same approach to reach a grand goal: the reform of schooling as a whole.

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User Review  - davidloertscher - LibraryThing

The classic book and its supplements: Understanding by Design makes this title a must read in and of itself. What would an entire school look like if its entire organization were focused on deep ... Read full review

Review: Schooling by Design: Mission, Action, and Achievement

User Review  - Cedric Nash - Goodreads

This book has seriously helped me! Read full review


1What Is the Mission of Schooling?
2What Should Curriculum Accomplish?
3How Should Curriculum Be ReFormed?
4How Should Teaching Be Appropriately Depersonalized?
5What Is the Teachers Job When Teaching?
6What Is the Teachers Job When Not Teaching?
7What Is the Job of an Academic Leader?
Part IIA Plan for Schooling by Design
9What Are the Desired Results of School Reform?
10What Evidence Should We Collect?
11What Actions Should We Plan?
12What Habits Must We Confront? A Closing Caution
About the Authors

8How Should Backward Design Apply to School Reform?

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Page 1 - To accomplish great things We must not only act, but also dream; Not only plan, but also believe.

About the author (2007)

GRANT P. WIGGINS is the president and director of programs for the Center on Learning, Assessment, and School Structure (CLASS), a nonprofit educational research and consulting organization in Pennington, New Jersey.

Jay McTighe has a wealth of experience developed during a rich and varied career in education.

He served as director of the Maryland Assessment Consortium, a state collaboration of school districts working together to develop and share formative performance assessments. Prior to this position, McTighe was involved with school improvement projects at the Maryland State Department of Education. He is well known for work with "thinking skills," having coordinated statewide efforts to develop instructional strategies, curriculum models, and assessment procedures for improving the quality of student thinking. McTighe also directed the development of the Instructional Framework, a multimedia database on teaching.

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