Books

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Schooling by Design Writing for Understanding
by the Vermont Writing Collaborative, 2008.
Published by Authentic Education

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:

  1. Build and process working content knowledge and understanding of the writer's craft
  2. Identify a central idea for their writing, then focus it through a question, and
  3. Transfer their developing writing abilities independently to new situations.

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.


Schooling by Design Schooling by Design: Mission, Action, and Achievement
by Grant Wiggins and Jay McTighe, 2007.
Published by Association for Supervision and Curriculum Development (ASCD), Alexandria, VA

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.


Understanding by Design® Workbook Understanding by Design®, Expanded 2nd Edition
by Grant Wiggins and Jay McTighe, 2005.
Published by Association for Supervision and Curriculum Development (ASCD), Alexandria, VA

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® Understanding by Design® Professional Development Workbook
by Grant Wiggins and Jay McTighe, 2004.
Published by Association for Supervision and Curriculum Development (ASCD), Alexandria, VA

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®
by Grant Wiggins and Jay McTighe, 1998.
Published by the Association for Supervision and Curriculum Development (ASCD), Alexandria, VA

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 Assessing Student Performance: Exploring the Purpose and Limits of Testing
by Grant P. Wiggins, 1993.
Published by Jossey-Bass, Inc., San Francisco, CA

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 Educative Assessment: Designing Assessments to Inform and Improve Student Performance
by Grant Wiggins, 1993.
Published by Jossey-Bass, Inc., San Francisco, CA

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.

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