The Understanding by Design Guide to Creating High quality Units

The Understanding by Design Guide to Creating High quality Units
Author: Grant P. Wiggins,Jay McTighe
Release: 2011
Editor: ASCD
Pages: 139
ISBN: 9781416611493
Language: en
Available for:

DESCRIPTION BOOK:

This book introduces version 2.0 of the UbD Template and allows you to download fillable electronic forms to help you more easily incorporate standards, advance your understanding of backward design, and improve student learning.

The Understanding by Design Guide to Creating High Quality Units

The Understanding by Design Guide to Creating High Quality Units
Author: Grant P.. Wiggins,Jay McTighe
Release: 2013-01-30
Editor: Pearson College Division
Pages: 122
ISBN: 0133388301
Language: en
Available for:

DESCRIPTION BOOK:

Whether you are an experienced curriculum designer or new to Understanding by Design® (UbD), you will benefit from the latest design tools and the updated UbD unit Template 2.0. UbD authors Grant Wiggins and Jay McTighe share their insights and the practical tips that have helped thousands of educators design curriculum based on the UbD framework. The Guide features a set of modules containing guiding worksheets and exercises that take you through the three-stage unit design process to: Identify Transfer and Meaning-Making goals (Stage 1). Develop performance tasks to assess understanding (Stage 2). Use the A-M-T construct to create more focused and powerful lessons (Stage 3). The new UbD Template is illustrated with fresh unit samples, and readers have access to more than 100 additional pages of online resources, including additional unit examples and helpful responses to frequently asked questions. Both novices and veterans alike will unquestionably benefit from this newest resource in the UbD series.

Understanding by Design

Understanding by Design
Author: Grant Wiggins,Grant P. Wiggins,Jay McTighe
Release: 2005
Editor: ASCD
Pages: 383
ISBN: 9781416600350
Language: en
Available for:

DESCRIPTION BOOK:

Presents a multifaceted model of understanding, which is based on the premise that people can demonstrate understanding in a variety of ways.

The Understanding by Design Guide to Advanced Concepts in Creating and Reviewing Units

The Understanding by Design Guide to Advanced Concepts in Creating and Reviewing Units
Author: Grant P. Wiggins,Jay McTighe
Release: 2012
Editor: ASCD
Pages: 155
ISBN: 9781416614098
Language: en
Available for:

DESCRIPTION BOOK:

"This volume features a set of hands-on modules containing worksheets, models, and self-assessments that are essential for building more polished and powerful units"--

Essential Questions

Essential Questions
Author: Jay McTighe,Grant Wiggins
Release: 2013-03-27
Editor: ASCD
Pages: 119
ISBN: 9781416615705
Language: en
Available for:

DESCRIPTION BOOK:

What are "essential questions," and how do they differ from other kinds of questions? What's so great about them? Why should you design and use essential questions in your classroom? Essential questions (EQs) help target standards as you organize curriculum content into coherent units that yield focused and thoughtful learning. In the classroom, EQs are used to stimulate students' discussions and promote a deeper understanding of the content. Whether you are an Understanding by Design (UbD) devotee or are searching for ways to address standards—local or Common Core State Standards—in an engaging way, Jay McTighe and Grant Wiggins provide practical guidance on how to design, initiate, and embed inquiry-based teaching and learning in your classroom. Offering dozens of examples, the authors explore the usefulness of EQs in all K-12 content areas, including skill-based areas such as math, PE, language instruction, and arts education. As an important element of their backward design approach to designing curriculum, instruction, and assessment, the authors *Give a comprehensive explanation of why EQs are so important; *Explore seven defining characteristics of EQs; *Distinguish between topical and overarching questions and their uses; *Outline the rationale for using EQs as the focal point in creating units of study; and *Show how to create effective EQs, working from sources including standards, desired understandings, and student misconceptions. Using essential questions can be challenging—for both teachers and students—and this book provides guidance through practical and proven processes, as well as suggested "response strategies" to encourage student engagement. Finally, you will learn how to create a culture of inquiry so that all members of the educational community—students, teachers, and administrators—benefit from the increased rigor and deepened understanding that emerge when essential questions become a guiding force for learners of all ages.

Understanding by Design Professional Development Workbook

Understanding by Design Professional Development Workbook
Author: Jay McTighe,Grant P. Wiggins
Release: 2006
Editor: Unknown
Pages: 295
ISBN: 1741016940
Language: en
Available for:

DESCRIPTION BOOK:

Schooling by Design

Schooling by Design
Author: Grant P. Wiggins,Jay McTighe
Release: 2007
Editor: ASCD
Pages: 298
ISBN: 9781416605805
Language: en
Available for:

DESCRIPTION BOOK:

The authors of Understanding by Design share a compelling strategy for creating schools that truly fulfill the central mission of education: to help students become thoughtful, productive, and accomplished at worthy tasks.

Using Understanding by Design in the Culturally and Linguistically Diverse Classroom

Using Understanding by Design in the Culturally and Linguistically Diverse Classroom
Author: Amy J. Heineke,Jay McTighe
Release: 2018-07-11
Editor: ASCD
Pages: 304
ISBN: 9781416626121
Language: en
Available for:

DESCRIPTION BOOK:

How can today’s teachers, whose classrooms are more culturally and linguistically diverse than ever before, ensure that their students achieve at high levels? How can they design units and lessons that support English learners in language development and content learning—simultaneously? Authors Amy Heineke and Jay McTighe provide the answers by adding a lens on language to the widely used Understanding by Design® framework (UbD® framework) for curriculum design, which emphasizes teaching for understanding, not rote memorization. Readers will learn * the components of the UbD framework; * the fundamentals of language and language development; * how to use diversity as a valuable resource for instruction by gathering information about students’ background knowledge from home, community, and school; * how to design units and lessons that integrate language development with content learning in the form of essential knowledge and skills; and * how to assess in ways that enable language learners to reveal their academic knowledge. Student profiles, real-life classroom scenarios, and sample units and lessons provide compelling examples of how teachers in all grade levels and content areas use the UbD framework in their culturally and linguistically diverse classrooms. Combining these practical examples with findings from an extensive research base, the authors deliver a useful and authoritative guide for reaching the overarching goal: ensuring that all students have equitable access to high-quality curriculum and instruction.

Classroom Assessment Grading that Work

Classroom Assessment   Grading that Work
Author: Robert J. Marzano
Release: 2006
Editor: ASCD
Pages: 203
ISBN: 9781416604228
Language: en
Available for:

DESCRIPTION BOOK:

Discusses the components of an effective, standards-based assessment program that can be used to enhance student achievement.

Solving 25 Problems in Unit Design

Solving 25 Problems in Unit Design
Author: Jay McTighe,Grant Wiggins
Release: 2015-04-14
Editor: ASCD
Pages: 66
ISBN: 9781416620440
Language: en
Available for:

DESCRIPTION BOOK:

Curriculum design experts Jay McTighe and Grant Wiggins have reviewed thousands of curriculum documents and unit plans across a range of subjects and grades. In this book, they identify and describe the 25 most common problems in unit design and recommend how to fix them--and avoid them when planning new units. McTighe and Wiggins, creators of the Understanding by Design® framework, help you use the process of backward design to troubleshoot your units and achieve tighter alignment and focus on learning priorities. Whether you're working with local or national standards or with other learning goals, you can rely on their practical and proven solutions to promote deeper and better learning for your students.

Backwards Planning

Backwards Planning
Author: Harriet Isecke
Release: 2010-12-30
Editor: Teacher Created Materials
Pages: 0
ISBN: 9781433397622
Language: en
Available for:

DESCRIPTION BOOK:

Increase student achievement with a systematic approach to lesson design. Learn how to identify enduring understandings, set goals, establish benchmarks, and monitor progress to move your students to mastery of standards, while differentiating to meet their diverse needs.

Teaching for Deeper Learning

Teaching for Deeper Learning
Author: Jay McTighe,Harvey F. Silver
Release: 2020-01-22
Editor: ASCD
Pages: 130
ISBN: 9781416628651
Language: en
Available for:

DESCRIPTION BOOK:

Far too often, our students attain only a superficial level of knowledge that fails to prepare them for deeper challenges in school and beyond. In Teaching for Deeper Learning, renowned educators and best-selling authors Jay McTighe and Harvey F. Silver propose a solution: teaching students to make meaning for themselves. Contending that the ability to "earn" understanding will equip students to thrive in school, at work, and in life, the authors highlight seven higher-order thinking skills that facilitate students' acquisition of information for greater retention, retrieval, and transfer. These skills, which cut across content areas and grade levels and are deeply embedded in current academic standards, separate high achievers from their low-performing peers. Drawing on their deep well of research and experience, the authors - Explore what kind of content is worth having students make meaning about. - Provide practical tools and strategies to help teachers target each of the seven thinking skills in the classroom. - Explain how teachers can incorporate the thinking skills and tools into lesson and unit design. - Show how teachers can build students' capacity to use the strategies independently. If our goal is to prepare students to meet the rigorous demands of school, college, and career, then we must foster their ability to respond to such challenges. This comprehensive, practical guide will enable teachers to engage students in the kind of learning that yields enduring understanding and valuable skills that they can use throughout their lives.

Integrating Differentiated Instruction Understanding by Design

Integrating Differentiated Instruction   Understanding by Design
Author: Carol A. Tomlinson,Jay McTighe
Release: 2006
Editor: ASCD
Pages: 209
ISBN: 9781416602842
Language: en
Available for:

DESCRIPTION BOOK:

Shows how to combine two effective frameworks to provide a comprehensive approach to ensure all students are learning at maximum levels.

Your Smile Makes Flowers Bloom

Your Smile Makes Flowers Bloom
Author: Jordan Mayer
Release: 2020-01-17
Editor: WestBow Press
Pages: 106
ISBN: 9781973682042
Language: en
Available for:

DESCRIPTION BOOK:

British Columbia’s new teaching curriculum was fully adopted during the 2016/2017 school year (Kindergarten to Grade 9). Jordan wrote this book to unpack one aspect of the new curriculum: Core Competencies. He hopes to clearly explain what the Core Competencies are and demonstrate how they can help children thrive in our world today!

Advancing Formative Assessment in Every Classroom

Advancing Formative Assessment in Every Classroom
Author: Connie M. Moss,Susan M. Brookhart
Release: 2019-05-13
Editor: ASCD
Pages: 186
ISBN: 9781416626725
Language: en
Available for:

DESCRIPTION BOOK:

Formative assessment is one of the best ways to increase student learning and enhance teacher quality. But effective formative assessment is not part of most classrooms, largely because teachers misunderstand what it is and don't have the necessary skills to implement it. In the updated 2nd edition of this practical guide for school leaders, authors Connie M. Moss and Susan M. Brookhart define formative assessment as an active, continual process in which teachers and students work together—every day, every minute—to gather evidence of learning, always keeping in mind three guiding questions: Where am I going? Where am I now? What strategy or strategies can help me get to where I need to go? Chapters focus on the six interrelated elements of formative assessment: (1) shared learning targets and criteria for success, (2) feedback that feeds learning forward, (3) student self-assessment and peer assessment, (4) student goal setting, (5) strategic teacher questioning, and (6) student engagement in asking effective questions. Using specific examples based on their extensive work with teachers, the authors provide - Strategic talking points and conversation starters to address common misconceptions about formative assessment; - Practical classroom strategies to share with teachers that cultivate students as self-regulated, assessment-capable learners; - Ways to model the elements of formative assessment in conversations with teachers about their professional learning; - "What if" scenarios and advice for how to deal with them; and - Questions for reflection to gauge understanding and progress. As Moss and Brookhart emphasize, the goal is not to "do" formative assessment, but to embrace a major cultural change that moves away from teacher-led instruction to a partnership of intentional inquiry between student and teacher, with better teaching and learning as the outcome.

Schooling by Design

Schooling by Design
Author: Allison Zmuda,Jay McTighe,Grant P. Wiggins
Release: 2007
Editor: ASCD
Pages: 366
ISBN: 9781416605782
Language: en
Available for:

DESCRIPTION BOOK:

Based on: Schooling by design / Grant Wiggins and Jay McTighe.

Creating Significant Learning Experiences

Creating Significant Learning Experiences
Author: L. Dee Fink
Release: 2003-06-17
Editor: John Wiley & Sons
Pages: 317
ISBN: 9780787971212
Language: en
Available for:

DESCRIPTION BOOK:

Dee Fink poses a fundamental question for all teachers: "How can I create courses that will provide significant learning experiences for my students?" In the process of addressing this question, he urges teachers to shift from a content-centered approach to a learning-centered approach that asks "What kinds of learning will be significant for students, and how can I create a course that will result in that kind of learning?" Fink provides several conceptual and procedural tools that will be invaluable for all teachers when designing instruction. He takes important existing ideas in the literature on college teaching (active learning, educative assessment), adds some new ideas (a taxonomy of significant learning, the concept of a teaching strategy), and shows how to systematically combine these in a way that results in powerful learning experiences for students. Acquiring a deeper understanding of the design process will empower teachers to creatively design courses for significant learning in a variety of situations.

Art Matters

Art Matters
Author: Eileen S. Prince
Release: 2002-03
Editor: Chicago Review Press
Pages: 302
ISBN: 9781613746318
Language: en
Available for:

DESCRIPTION BOOK:

This collection of ideas and lesson plans will help classroom and homeschool teachers integrate art into their general curriculum. These inventive and effective methods use the visual arts to inspire creative writing and drama; explore math, music, science, and history; and cultivate critical thinking skills. Art instructors will learn strategies for incorporating other areas of study into the art classroom. Ranging from thought-provoking suggestions to concrete, hands-on lesson plans, these activities include an extensive resource list for classroom teachers without an art background.

How People Learn

How People Learn
Author: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Behavioral, Cognitive, and Sensory Sciences,Committee on Developments in the Science of Learning with additional material from the Committee on Learning Research and Educational Practice
Release: 2000-08-11
Editor: National Academies Press
Pages: 384
ISBN: 9780309131971
Language: en
Available for:

DESCRIPTION BOOK:

First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.

Amplifying the Curriculum

Amplifying the Curriculum
Author: Aída Walqui,George C. Bunch
Release: 2019
Editor: Teachers College Press
Pages: 329
ISBN: 9780807776858
Language: en
Available for:

DESCRIPTION BOOK:

This book presents an ambitious model for how educators can design high-quality, challenging, and supportive learning opportunities for English Learners and other students identified to be in need of language and literacy support. Starting with the premise that conceptual, analytic, and language practices develop simultaneously as students engage in disciplinary learning, the authors argue for instruction that amplifies—rather than simplifies—expectations, concepts, texts, and learning tasks. The authors offer clear guidance for designing lessons and units and provide examples that demonstrate the approach in various subject areas, including math, science, English, and social studies. This practical resource will guide teachers through the coherent design of tasks, lessons, and units of study that invite English Learners (and all students) to engage in productive, meaningful, and intellectually engaging activity. “This book offers the most detailed guide available for designing instruction for students categorized as ELLs. Theoretically grounded and informed by years of implementation and study, this work is without equal in the field. I recommend the book enthusiastically as required reading in all teacher preparation programs.” —Guadalupe Valdés, Bonnie Katz Tenenbaum Professor of Education, Stanford Graduate School of Education “Reflecting its title, this book is an amplification of what it means to provide the best learning opportunities for English Language learners. Drawing on classroom-based research, Amplifying the Curriculum offers many practical examples of intellectually engaging units and tasks. This innovative book belongs on the bookshelves of all teachers.” —Pauline Gibbons, UNSW Sydney “This timely book is a call to educators across the nation to integrate language, literacy, and disciplinary knowledge to improve the education of our new American students.” —Tatyana Kleyn, The City College of New York