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? Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in , 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.
See the book's table of contents and read excerpts. Related Resources. Wiggins, along with his colleagues, consulted with schools, districts, and state and national education departments on a variety of reform matters. He and his colleagues also organized conferences and workshops and developed print and web resources on key school reform issues.
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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 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. Pearson offers affordable and accessible purchase options to meet the needs of your students.
Connect with us to learn more. We're sorry! We don't recognize your username or password. Please try again. The work is protected by local and international copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning.
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Description 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. UbD Template for unit design —Clearer, and more user-friendly, the template now provides a structural foundation for the revised book, representing a form for the final design, with elements aligned. A practical benefit as a tool in design for understanding, the template cultivates better habits of planning for teacher designers.
Sharpened meaning of understanding — Frames the term in more conceptual, practical terms for the reader. The text now offers more specific guidelines on how to frame desired understandings i. Updated and refined Chapter 5 — The argument about what essential questions are and are not has been more clearly defined for readers, whether coming from a humanities, science, or teaching background.
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