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How do you know when students understand something? How can you design learning experiences that make it much more likely that students understand content and apply it in meaningful ways?
Since 1998, thousands of educators have used Understanding by Design® (UbD™) framework to answer these questions and create more rigorous and engaging curricula. Now, this expanded second edition gives you even more tools and strategies for results-oriented teaching:
Educators from kindergarten through college can get everything they need—guidelines, stages, templates, and tips—to start designing lessons, units, and courses that lead to improved student performance.
(ASCD book, 2005) 8 1/2" x 11", 370 pages. Also available as an e-book!
What People Are Saying About Understanding by Design
”Understanding by Design is an incredibly influential book. Its premise is that you have to start curriculum design with an end in mind. You figure out what your goal is first and plan backwards from there, building your curriculum around what you want to achieve. It sounds very simple but for a long time people weren’t doing that. They were covering units or textbooks without clear priorities or purposes in mind. Backwards design helps teachers to focus on the endgame and hold themselves to account for meeting their goals.” --Michelle Rhee, former Chancellor, Washington, DC, Public Schools, as interviewed in The Browser
Based on their exciting work in the field, Kallick and Zmuda map out a transformative model of personalization that puts students at the center and asks them to employ the set of dispositions for engagement and learning known as the Habits of Mind. They share the perspectives of educators engaged in this work; highlight the habits that empower students to pursue aspirations, investigate problems, design solutions, chase curiosities, and create performances; and provide tools and recommendations for adjusting classroom practices to facilitate learning that is self-directed, dynamic, sometimes messy, and always meaningful.