Descripciones mejoradas de Syndetics:

Thousands of educators worldwide are already using Grant Wiggins and Jay McTighe's Understanding by Design (UbD) as a framework for designing curriculum units, performance assessments, and instruction that lead students to deep understanding of content.

This book, based on data gathered from surveys, interviews, and focus group discussions, reflects what educators have learned about effective UbD implementation and explores how schools and districts can leverage UbD principles and strategies to improve student achievement, staff performance, and organizational productivity. Educators who have used the UbD framework for several years in various school settings present advice, strategies, and processes for using Understanding by Design to: Design purposeful, coherent curricula. Deliver instruction that promotes understanding for all. Unpack district standards. Expand assessment repertoires. Create meaningful and effective professional development and teacher-induction programs. Sustain a successful process of continuous improvement and strategic planning.

Each chapter concludes with organization-focused assessment questionnaires and related resources that can help you-as an individual or as a member of a study group or action research team-develop a clear, strategic sense of how to make the most of Understanding by Design as a catalyst for real learning, increased student achievement, and school and district renewal.

Tabla de contenidos provista por Syndetics

• List of Figures(p. iv)
• Foreword(p. v)
• Preface(p. vii)
• Introduction(p. 1)
• 1. Implementing Understanding by Design: A Summary of Lessons Learned(p. 12)
• 2. Designing and Developing School and District Curricula(p. 38)
• 3. Promoting Student Achievement and Addressing State and District Standards(p. 58)
• 4. Promoting Student Understanding(p. 80)
• 5. Promoting Exemplary Professional Development Programs and Practices(p. 99)
• 6. Improving Preservice Training and Teacher-Induction Programs(p. 122)
• 7. Facilitating Organization Development, Continuous Improvement, and Strategic Planning(p. 142)
• 8. Looking to the Future of Understanding by Design(p. 166)
• Appendix A. Educators Cited in Text(p. 191)
• Appendix B. Locations of Focus Group Sessions(p. 194)
• References and Resources(p. 195)
• Index(p. 199)
• About the Author(p. 205)
• Figures
• 0.1 The Big Ideas About Understanding by Design Most Often Cited(p. 8)
• 0.2 The Essential Questions About Understanding by Design Most Often Asked(p. 11)
• 1.1 Understanding by Design High-Level User Questionnaire(p. 31)
• 1.2 What Have We Learned About Understanding by Design? A Summary of Preliminary ASCD Survey and Focus Group Results(p. 33)
• 1.3 Organizational Practices That Promote Understanding for All(p. 36)
• 2.1 Recommended Curriculum Design Principles(p. 54)
• 2.2 Curriculum Design and Development Principles That Promote Understanding for All(p. 56)
• 3.1 Student Behaviors Evident in Learning Environments That Promote Understanding for All(p. 74)
• 3.2 Assessment and Evaluation Practices That Promote Understanding for All(p. 77)
• 4.1 General Observations About and Strategies for Teaching for Understanding(p. 95)
• 4.2 Instructional Practices That Promote Excellence, Equity, and Understanding for All(p. 97)
• 5.1 The Top 10 Common Problems in UbD Staff Development(p. 117)
• 5.2 Professional Development That Promotes Staff Ownership and Deep Understanding(p. 119)
• 6.1 Preservice and Teacher-Induction Programs That Promote New Teacher Success(p. 137)
• 6.2 Mentoring Programs That Promote New Teacher Success(p. 140)
• 7.1 Understanding by Design Implications for Continuous Improvement Goals(p. 160)
• 7.2 Continuous Improvement Principles and Practices That Promote a Community of Learning and Inquiry(p. 162)
• 8.1 A Vision for Schooling That Promotes Understanding for All and a Lifelong Commitment to Learning(p. 185)

Notas de autor provistas por Syndetics

John L. Brown is an educational consultant for ASCD, where he works with product and professional development