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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.
- Sales Rank: #41693 in eBooks
- Published on: 2005-03-22
- Released on: 2013-02-11
- Format: Kindle eBook
From the Inside Flap
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.
About the Author
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.
Most helpful customer reviews
1 of 1 people found the following review helpful.
Voodoo Instructional Design Sold Here
By Randall Reed
Wiggins knows little and understands even less about Instructional Systems Design. Clever marketing has given him a cult-like following in educational supervisory circles, but, given his lack of specificity, metrics, quantitative measures, and measurable outcomes, his entire premise is smoke-and-mirrors. The Second Edition is poorly written, confusingly organized, badly edited, internally contradictory, sloppy with definitions and use of key terms. If this is his second bite of the apple, the first edition must have been a really hot mess. How do you measure "Big Ideas"? You can't. Wiggins believes in the "You will know it when you see it" school of instructional design and assumes that, for any subject area, there is always unanimous agreement about what the Big Ideas are. Who says? UbD has less to do with curriculum development and more to do with imposing a certain style of metacognition on classroom teachers, most of who know more about their own content areas than Wiggins. Be suspect of any guru when the sidebars of the “expanded” edition often consist of defending previous criticisms of the First Edition and berating and name-calling those critics in childish language. Wiggins apparently has no knowledge of Fleming and Levie’s landmark work in Instructional Message Design that so dramatically describes the effective use of examples and nonexamples in instructional delivery to enhance comprehension and concept-building. He uses fictional nonexamples of “understanding” as if understanding was an easily quantifiable concept. It can be, but not by any methodology described in this book. Further, he spends Chapter 6 explaining that his theory of understanding is based on Constructivism, a theory of knowledge acquisition that argues that humans generate meaning from an interaction between their experiences and their ideas, thereby creating “new” knowledge. What applicability does this have for young learners or those learners from disadvantaged backgrounds whose experiential pyramid may be shockingly narrow? How do these groups succeed in “concept attainment” (p.127) when their experiences are severely limited when compared to their more affluent counterparts? Save your money. Save your time. There are other authors out there whose writings are much more worthy of your time and energy.
0 of 0 people found the following review helpful.
Glad I have one of my own!
By Amazon Customer
This was an excellent book.
Used for many years, what's old is new.
My school district will impement it's strategies to improve student performance this fall 2016.
Get ready, many people are going to be searching for this Gem!
0 of 0 people found the following review helpful.
This is a good book. I rented it because I am a ...
By Amazon Customer
This is a good book. I rented it because I am a primary teacher but I am able to make the material age appropriate for my grade level. Now, I just wish that I knew where to send it back since I rented it. :/
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