Schooling by Design: Mission, Action, and Achievement

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ASCD, 2007 - Education - 287 pages
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An essential part of moving forward with the Understanding by Design[R] framework is to make sure its principles and strategies are reflected in all aspects of your school improvement efforts, including curriculum planning, leadership, teacher professional development, and action research. Here's a book designed to help you. From creating your mission and goals to identifying desired results, UbD authors Grant Wiggins and Jay McTighe describe how to focus your school on the goals of understanding and accomplishment-based learning. Dozens of action ideas, curriculum frameworks, and assessment rubrics help you use backward design and other UbD processes to determine the evidence for your success and to plan improvement steps in instruction and leadership roles.

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purpose of curriculum


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 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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