Understanding by Design Expanded Second Edition

by ;
Edition: 2nd
Format: Paperback
Pub. Date: 2005-07-14
Publisher(s): Pearson
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Summary

The highly anticipated second edition ofUnderstanding by Designposes the core, essential questions of understanding and design, and provides readers with practical solutions for the teacher-designer. The book opens by analyzing the logic of backward design as an alternative to coverage and activity-oriented plans. Though backward from habit, this approach brings more focus and coherence to instruction. The book proposes a multifaceted approach, with the six "facets" of understanding. The facets combine with backward design to provide a powerful, expanded array of practical tools and strategies for designing curriculum, instruction, and assessments that lead students at all grade levels to genuine understanding. The second edition, a refined work, has been thoroughly and extensively revised, updated, and expanded, including improvement of the UbD Template, the key terms of UbD, dozens of worksheets, and some of the larger concepts. The authors have successfully put together a text that demonstrates what best practice in the design of learning looks like, enhancing for its audience their capability for creating more engaging and effective learning, whether the student is a third grader, a college freshman, or a faculty member.

Table of Contents

List of Figures
iv
Preface vi
Acknowledgments x
Introduction 1(12)
Backward Design
13(22)
Understanding Understanding
35(21)
Gaining Clarity on Our Goals
56(26)
The Six Facets of Understanding
82(23)
Essential Questions: Doorways to Understanding
105(21)
Crafting Understandings
126(20)
Thinking like an Assessor
146(26)
Criteria and Validity
172(19)
Planning for Learning
191(36)
Teaching for Understanding
227(27)
The Design Process
254(21)
The Big Picture: UbD as Curriculum Framework
275(27)
``Yes, but . . .''
302(20)
Afterword: Getting Started 322(5)
Appendix: Sample 6-Page Template 327(6)
Endnotes 333(3)
Glossary 336(19)
Bibliography 355(10)
Index 365(4)
About the Authors 369

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