Understanding by Design: Professional Development Workbook

Understanding by Design Professional Development Workbook extends the ideas presented in Understanding by Design (UbD) by focusing on professional development and the practical matters of curriculum design. The Workbook is a guide for Understanding by Design workshops and undergraduate and graduate-level courses, as well as further independent exploration. It provides a valuable resource to educators in developing curricula and assessments with a focus on developing and deepening students' understanding of important ideas.

The Workbook contains the following materials to support your professional development and application of the ideas within Understanding by Design:

* Design Templates: planning organizers based on the three stages of backward design for use in developing a unit or course. One-, two-, and six-page versions of the UbD templates are provided.

* Design Standards-criteria for reviewing curricular designs as a means of continuous improvement. The UbD standards guide self-assessment and peer reviews, whereby colleagues provide feedback and guidance on each other's designs.

* Exercises and Process Tools-thought-provoking workshop activities for developing and deepening participants' understanding of the key ideas of UbD. A set of review and reflection tools is included.

*Design Tools-a variety of graphic organizers and worksheets are included to assist designers in each stage of backward design.

*Samples-multiple examples from diverse subject areas and levels illustrate the various elements of understanding-based designs.

*Glossary-definitions of key terms.

Preservice and inservice teachers, college professors, school-based administrators, curriculum directors, subject-matter specialists, staff developers, and personnel involved in assessment and evaluation can benefit from these practical and proven ideas and resources.

Jay McTighe brings a wealth of experience developed during a rich and varied career in education. He served as director of the Maryland Assessment Consortium, a state collaboration of school districts working together to develop and share formative performance assessments. Prior to this position, Jay was involved with school improvement projects at the Maryland State Department of Education where he directed the development of the Instructional Framework, a multimedia database on teaching. Jay is well known for his work with thinking skills, having coordinated statewide efforts to develop instructional strategies, curriculum models, and assessment procedures for improving the quality of student thinking. In addition to his work at the state level, Jay has experience at the district level in Prince George's County, Maryland, as a classroom teacher, resource specialist, and program coordinator. He also directed a state residential enrichment program for gifted and talented students.

GRANT P. WIGGINS is the president and director of programs for the Center on Learning, Assessment, and School Structure (CLASS), a nonprofit educational research and consulting organization in Pennington, New Jersey.

"Sobre este título" puede pertenecer a otra edición de este libro.