McTighe and Wiggins, creators of the Understanding by Design® framework, help you use the process of backward design to troubleshoot your units and achieve tighter alignment and focus on learning priorities. Whether you're working with local or national standards or with other learning goals, you can rely on their practical and proven solutions to promote deeper and better learning for your students.
Essential questions (EQs) help target standards as you organize curriculum content into coherent units that yield focused and thoughtful learning. In the classroom, EQs are used to stimulate students' discussions and promote a deeper understanding of the content.
Whether you are an Understanding by Design (UbD) devotee or are searching for ways to address standards--local or Common Core State Standards--in an engaging way, Jay McTighe and Grant Wiggins provide practical guidance on how to design, initiate, and embed inquiry-based teaching and learning in your classroom.
Offering dozens of examples, the authors explore the usefulness of EQs in all K-12 content areas, including skill-based areas such as math, PE, language instruction, and arts education. As an important element of their backward design approach to designing curriculum, instruction, and assessment, the authors
*Give a comprehensive explanation of why EQs are so important;
*Explore seven defining characteristics of EQs;
*Distinguish between topical and overarching questions and their uses;
*Outline the rationale for using EQs as the focal point in creating units of study; and
*Show how to create effective EQs, working from sources including standards, desired understandings, and student misconceptions.
Using essential questions can be challenging--for both teachers and students--and this book provides guidance through practical and proven processes, as well as suggested "response strategies" to encourage student engagement. Finally, you will learn how to create a culture of inquiry so that all members of the educational community--students, teachers, and administrators--benefit from the increased rigor and deepened understanding that emerge when essential questions become a guiding force for learners of all ages.
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.
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. In their view, reform rests on six pillars:
* A relentless focus on the long-term mission of school: enabling learners to demonstrate understanding and mature habits of mind;
* A curriculum and assessment framework that honors the mission and ensures that content "coverage" is no longer the accepted approach to instruction;
* A set of principles of learning that support all decisions about pedagogy and planning;
* Structures, policies, job descriptions, practices, and use of resources consistent with mission and learning principles;
* An overall strategy that includes ongoing feedback and adjustment; and
* A set of tactics linked to strategy, including a planning process that uses "backward design" to accomplish the key work of reform.
Practical, insightful and provocative, Schooling by Design elaborates on each of these elements and presents educators with both the rationale and the methodology for closing the gap between what we say we want from school and what school actually delivers--for turning vision into reality.ÿ