000			03949cam a2200469 i 4500
001			ocm56491025
003			OCoLC
005			20240726104359.0
008			040907s2005 vaua b 001 0 eng
010			_a2004021131
020			_a9780131950849
020			_a9781416600350
040			_aDLC _beng _erda _cDLC _dBAKER _dTTU _dXY4 _dBTCTA _dLVB _dYDXCP _dOCLCQ _dDEBBG _dOCL _dOCLCQ _dBDX _dOCLCO _dSBI
043			_an-us---
049			_aSBIO
050	0	4	_aLB2806 _b.U534 2005
050	0	4	_aLB2806
100	1		_aWiggins, Grant P., _d1950-, _e1
245	1	0	_aUnderstanding by design /Grant Wiggins and Jay McTighe.
250			_aExpandedition. second edition.
260			_aAlexandria, Virginia : _bAssociation for Supervision and Curriculum Development, _c(c)2005.
300			_axi, 370 pages : _billustrations ; _c28 cm.
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
504			_a1 (pages 355-364) and index.
505	0	0	_aBackward design -- _tUnderstanding understanding -- _tGaining clarity on our goals -- _tThe six facets of understanding -- _tEssential questions : doorways to understanding -- _tCrafting understandings -- _tThinking like an assessor -- _tCriteria and validity -- _tPlanning for learning -- _tTeaching for understanding -- _tThe design process -- _tThe big picture : UBD as curriculum framework -- _t"Yes, but--"
520	0		_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.
530			_a2
650		0	_aComprehension.
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://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=014626740&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
856	4	1	_3Table of contents _uhttp://catdir.loc.gov/catdir/toc/ecip0422/2004021131.html
907			_a.b1696911x _b08-06-14 _c03-07-13
942			_cBK _hLB _m2005 _e _i2018-07-15 _k0.00
945			_g1 _i31923001844329 _j2 _lcimc _o- _p0.00 _q- _r- _s- -- _t61 _u4 _v10 _w14 _x0 _y.i19984029 _z03-07-13
994			_aC0 _bSBI
998			_acim _aswg _b08-08-13 _cm _da _e- _feng _gvau _h0
999			_c65441 _d65441
902			_a1 _bCynthia Snell _c1 _dCynthia Snell