Making the most of Understanding by design / John L. Brown.

ISBN:

9780871209887

9780871209894

9780871208606

9781416601395

Titre:

Making the most of Understanding by design / John L. Brown.

Auteur:

Brown, John L., 1947-

Auteur personnel:

Brown, John L., 1947-

Informations de publication:

Description physique:

1 online resource (1 volume)

Contenu:

Introduction -- Implementing Understanding by design : a summary of lessons learned -- Designing and developing school and district curricula -- Promoting student achievement and addressing state and district standards -- Promoting student understanding -- Promoting exemplary professional development programs and practices -- Improving preservice training and teacher-induction programs -- Facilitating organization development, continuous improvement, and strategic planning -- Looking to the future of Understanding by design.

Note locale:

eBooks on EBSCOhost

Sujet personnel:

Wiggins, Grant P., 1950- Understanding by design.

Wiggins, Grant P., 1950-

Terme sujet:

Curriculum planning -- United States.

Curriculum-based assessment -- United States.

Learning.

Comprehension.

Auteur ajouté:

Wiggins, Grant P., 1950- Understanding by design.

Format:

Ressources électroniques

Accès électronique:

Click here to view

Date de publication:

2004

WAIT_PUBINFO:

Disponible:*

Numéro de rayon	Type de documentation	Copier	Emplacement en rayon	Statut
375.001 22	1:E-BOOK	1	1:ONLINE	Recherche en cours... Inconnu

Notes de l'auteur

John L. Brown is an educational consultant for ASCD, where he works with product and professional development

Table des matières

Jay McTighe and Grant Wiggins

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

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Table des matières