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Understanding by Design® Guide to Advanced Concepts in Creating and Reviewing Units
Regardless of your stage at implementing the design tools and using the improved template for Understanding by Design® (UbD™), this companion to The UbD™ Guide to Creating High-Quality Units is essential for taking your work to a higher plane. 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. Modules address how to:
UbD™ authors Grant Wiggins and Jay McTighe provide rich examples and useful tips that have helped designers all over the world develop effective units and courses. Plus, to make it as easy as possible to create curriculum that leads to deep, meaningful learning, additional online resources are available as downloadable forms—including worksheets, examples, and FAQs.
Understanding by Design® Guide to Creating High Quality Units
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 :
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.
Writing for Understanding
How can we help students - all students - write effectively? Writing for Understanding provides a practical, proven approach to teaching writing that targets insufficient student understanding of content information and of the writer's craft as key reasons for poor quality student writing. Through Writing for Understanding, teachers learn to help students:
With models of effective teaching, samples of student writing, and practical tools for classroom use, Writing for Understanding offers an inspiring and useful tool for developing effective, independent student writers.
This book is currently out of print.
Schooling by Design: Mission, Action, and Achievement
Why, despite years of trying, have efforts to achieve lasting, effective school reform fallen short? What curricular and policy elements must be in place to move forward? How should the roles of teachers and education leaders be defined to best support the point of school? Grant Wiggins and Jay McTighe answer these and other questions in Schooling by Design: Mission, Action, and Achievement. Building on the premise of Understanding by Design®, their acclaimed framework for curriculum, instruction, and assessment, the authors present a compelling argument for using the same approach to reach a grand goal: the reform of schooling as a whole.
Schooling by Design Action Tool
Here's an essential toolkit for anyone who wants to apply the principles of Understanding by Design® to systemwide school improvement. Inside the three-ring binder is a comprehensive collection of proven tools for accomplishing the tasks identified in the ASCD best-selling book Schooling by Design. Each tool gives you concrete strategies and tactics to further key areas of your school improvement plan - from clarifying the mission to analyzing your results. Included with the tools are why and how to use each and examples to ease implementation. An accompanying CD-ROM contains all of the tools plus additional bonus tools not included in the binder.
Understanding by Design®, Expanded 2nd Edition
How can we create a rigorous and engaging curriculum that leads to improved student performance in today's highstakes, standards-based environment? Using feedback from thousands of educators, the authors have expanded their work to guide K–16 educators in the design of curriculum, assessment, and instruction. With an improved UbD™ Template at its core, the book explains backward design and explores key ideas. Readers learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how to enrich student learning through the six facets of understanding.
Understanding by Design® Professional Development Workbook
UbD™ Professional Development Workbook extends the ideas presented in Understanding by Design® (UbD™) by focusing on professional development and the practical matters of curriculum design. The workbook is a guide for UbD™ workshops and undergraduate and graduate courses, as well as further independent explorations. It provides a valuable resource to educators in developing curricula and assessments with a focus on developing and deepening students' understanding of important ideas.
Understanding by Design®
In this book Grant Wiggins and Jay McTighe pragmatically discuss the importance of clear learning goals and the thoughtful alignment of goals, assessments, and learning activities. Introducing the idea of "backward design," Wiggins and McTighe familiarize educators with the ideas and materials that will enable them to create effective and engaging units of instruction. This book is the winner of the 1999 EdPress Distinguished Achievement Award.
Assessing Student Performance: Exploring the Purpose and Limits of Testing
Grant Wiggins clarifies the limits of testing in an assessment system and makes his case that school based assessments should improve student performance, not just audit. This book points the way toward new procedures for assessment that more closely examine students' habits of mind and provide teachers and policy makers with more useful and credible feedback.
Educative Assessment: Designing Assessments to Inform and Improve Student Performance
Grant Wiggins presents a rationale for learning-centered assessment in our schools and furnishes an overview of the tools, techniques, and issues that educators would be wise to consider as they design and use assessments focused on learner needs.