Understanding by Design
What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment?
Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum.
Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike.
What people are saying - Write a review
Understanding by Design is an insightful book for every teacher who wants to make a difference in his/her class room. Its all about our students and self development. Currently am studying one and it has been an eye opener and am enjoying it.
My field has been using this concept for years, it is nothing new. I get very disappointed when I see people jump from one idea to the next without thinking about what they are doing in the classroom. This is much like another model or fly-by-night common sense process repackaged into a text. The authors should be applauded for reminding people what they should be doing.
Gaining Clarity on Our Goals
The Six Facets of Understanding
Doorways to Understanding
Thinking like an Assessor
The Design Process
UbD as Curriculum Framework
Sample 6Page Template