000			02424nam a22002777a 4500
003			OSt
005			20240913092143.0
008			150716b xxu||||| |||| 00| 0 eng d
020			_a9780131950849
020			_a9781416600350
040			_cKrishna
082			_a375.001 WIG
100			_aWiggins, Grant.
245			_aUnderstanding by design / _c Grant Wiggins, Jay McTighe.
250			_a2nd
260			_aNew Jersey : _bPearson, _c2005.
300			_axi, 370 p. : _c27 cm. _bill. ;
504			_aIncludes bibliographical references and index.
520			_aWhat 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? [The authors] answer these and many other questions in this [text]. 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, [it] 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
650			_a Curriculum planning _zUnited States.
650			_aCurriculum-based assessment _zUnited States.
650			_aLearning.
650			_aComprehension.
700			_aMcTighe, Jay.
942			_2ddc _cBK
999			_c10169 _d10169