*Winner of a 1999 EdPress Distinguished Achievement Award! *What is understanding and how does it differ from knowing? What do we want students to understand and be able to do? What enduring knowledge is worth understanding? How will we know that students truly understand and can apply knowledge in a meaningful way? How can we design our courses ...
*Winner of a 1999 EdPress Distinguished Achievement Award! *What is understanding and how does it differ from knowing? What do we want students to understand and be able to do? What enduring knowledge is worth understanding? How will we know that students truly understand and can apply knowledge in a meaningful way? How can we design our courses and units to emphasize understanding and uncoverage rather than coverage? Understanding by Design explores these questions and provides 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 text proposes a multifaceted approach, with the six facets of understanding. The facets combine with backward design to provide a powerful, practical framework for designing curriculum, assessment, and instruction.
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Association for Supervision & Curriculum Development
I still have not had time to read this book...it is still on my desk at work in the pile of books to be read...so sorry can't really say one way or the other yet
Jan 15, 2009
Help for New Educators
Knowing too much about a subject can be a double edged sword. For those of us coming to teaching through alternate route certification, Mc Tighe offers an enjoyable method of looking at the subject, He suggests identifying a few "essential truths" for each topic then constructing lessons backwards from there. This helped me to temper my desire to teach everything at once. Try it, it works!
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