Schooling by Design: Mission, Action, and Achievement

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ASCD, Jan 1, 2007 - Education - 287 pages
8 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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Review: Schooling by Design: Mission, Action, and Achievement

User Review  - Gena Wallenburg - Goodreads

Good start point for the novice curriculum reformer Read full review

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

User Review  - Goodreads

Good start point for the novice curriculum reformer Read full review

Contents

1What Is the Mission of Schooling?
9
2What Should Curriculum Accomplish?
36
3How Should Curriculum Be ReFormed?
58
4How Should Teaching Be Appropriately Depersonalized?
111
5What Is the Teachers Job When Teaching?
128
6What Is the Teachers Job When Not Teaching?
155
7What Is the Job of an Academic Leader?
172
Part IIA Plan for Schooling by Design
197
9What Are the Desired Results of School Reform?
210
10What Evidence Should We Collect?
227
11What Actions Should We Plan?
242
12What Habits Must We Confront? A Closing Caution
252
References
273
Index
278
About the Authors
286
Copyright

8How Should Backward Design Apply to School Reform?
199

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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 brings 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, Jay was involved with school improvement projects at the Maryland State Department of Education where he directed the development of the Instructional Framework, a multimedia database on teaching. Jay is well known for his work with thinking skills, having coordinated statewide efforts to develop instructional strategies, curriculum models, and assessment procedures for improving the quality of student thinking. In addition to his work at the state level, Jay has experience at the district level in Prince George's County, Maryland, as a classroom teacher, resource specialist, and program coordinator. He also directed a state residential enrichment program for gifted and talented students.

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