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001			u2454
003			SA-PMU
005			20210418125020.0
008			040907s2005 vaua b 001 0 eng
010			_a 2004021131
040			_aDLC _beng _cDLC _dBAKER _dTTU _dXY4 _dBTCTA _dLVB _dYDXCP _dOCLCQ _dDEBBG _dOCL _dOCLCQ
020			_a1416600353 (alk. paper)
020			_a9781416600350 (alk. paper)
035			_a(OCoLC)56491025
043			_an-us---
050	0	0	_aLB2806.15 _b.W54 2005
082	0	0	_a375/.001 _222
100	1		_aWiggins, Grant P., _d1950-
245	1	0	_aUnderstanding by design / _cGrant Wiggins and Jay McTighe.
250			_aExpanded 2nd ed.
260			_aAlexandria, VA : _bAssociation for Supervision and Curriculum Development, _cc2005.
300			_axi, 370 p. : _bill. ; _c28 cm.
504			_aIncludes bibliographical references (p. 355-364) and index.
505	0		_aBackward design -- Understanding understanding -- Gaining clarity on our goals -- The six facets of understanding -- Essential questions : doorways to understanding -- Crafting understandings -- Thinking like an assessor -- Criteria and validity -- Planning for learning -- Teaching for understanding -- The design process -- The big picture : UBD as curriculum framework -- "Yes, but--"
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? 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, Understanding by Design, 2nd edition, 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		0	_aCurriculum planning _zUnited States.
650		0	_aCurriculum-based assessment _zUnited States.
650		0	_aLearning.
700	1		_aMcTighe, Jay.
856	4	1	_3Table of contents _uhttp://catdir.loc.gov/catdir/toc/ecip0422/2004021131.html
856	4	1	_3Table of contents _uhttp://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=014626740&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
942			_cBOOK
994			_aZ0 _bSUPMU
596			_a2
999			_c10915 _d10915