Understanding By Design [Paperback] Author: Jay McTighe | Language: English | ISBN:
1416600353 | Format: PDF, EPUB
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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.
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- Paperback: 370 pages
- Publisher: Assn. for Supervision & Curriculum Development; 2nd Expanded edition (January 1, 2005)
- Language: English
- ISBN-10: 1416600353
- ISBN-13: 978-1416600350
- Product Dimensions: 10.9 x 8.5 x 0.8 inches
- Shipping Weight: 2 pounds (View shipping rates and policies)
With respect to some of the previous reviewers, I really don't think they have done justice to this book. I'll completely expose my inner geek and admit that curriculum design is fascinating to me, and add that I own a considerable number of books on the topic. I am particularly interested in differentiating curricula, and I purchase books about educational theory and classroom ideas the way other women purchase shoes--insatiably. I have constantly challenged myself to create personalized lessons with meaningful learning goals throughout my teaching career, but I will say that this book has definitely changed the way I view teaching and curricular design--and for the better.
I liked this book because it embraces the numerous messy variables that exist in the real world of teaching, and provides a template for you to construct meaningful, integrated learning activities for students. These messy variables include differing student interests and abilities, the struggle to keep activities engaging as well as applicable to important premises of a given discipline, as well as logistical restraints, such as time and access to resources. Other models provide neat flow charts that look beautiful, but often prove unusable given a unique teaching situation (and who doesn't have a unique teaching situation?) This philosophy expects messy variability, and gives a vision and a plan to work with that, instead of hoping everything will turn out neatly.
Here are some of the huge ideas I got from this book. First, it is essential to clarify the "so what?" of whatever you are teaching--the big ideas, the principles of the field, the "It" things you want students to come away with.
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