Making the Most of Understanding by Design / Edition 1

by John L. Brown

Overview

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.

Product Details

ISBN-13:	9780871208606
Publisher:	ASCD
Publication date:	04/15/2004
Pages:	205
Product dimensions:	6.00(w) x 9.00(h) x 0.50(d)

Table of Contents

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