Understanding by Design Professional Development Workbook

Understanding by Design Professional Development Workbook Author Jay McTighe
ISBN-10 1741016940
Release 2006
Pages 295
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Understanding by Design Professional Development Workbook has been writing in one form or another for most of life. You can find so many inspiration from Understanding by Design Professional Development Workbook also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Understanding by Design Professional Development Workbook book for free.



The Understanding by Design Guide to Creating High Quality Units

The Understanding by Design Guide to Creating High Quality Units Author Grant P. Wiggins
ISBN-10 9781416611493
Release 2011-01-01
Pages 122
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"The Understanding by Design Guide to Creating High-Quality Units is targeted to individuals and groups interested in improving their skills in designing units of study based on the Understanding by Design (UbD) framework. This guide introduces UbD unit design and directs readers through the process. It is organized around a set of modules that move from basic ideas (e.g., the three stages of "backward design") to more complicated elements of unit design (e.g., authentic performance tasks)."--publisher website.



Understanding by Design

Understanding by Design Author Grant P. Wiggins
ISBN-10 9781416602255
Release 2005
Pages 370
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Wiggins and McTighe provide an expanded array of practical tools and strategies for designing curriculum, instruction, and assessments that lead students at all grade levels to genuine understanding.



Integrating Differentiated Instruction Understanding by Design

Integrating Differentiated Instruction   Understanding by Design Author Carol A. Tomlinson
ISBN-10 9781416602842
Release 2006-01
Pages 199
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Shows how to combine two effective frameworks to provide a comprehensive approach to ensure all students are learning at maximum levels.



Key Concepts for Understanding Curriculum

Key Concepts for Understanding Curriculum Author Colin J. Marsh
ISBN-10 9780415465779
Release 2009
Pages 349
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Key Concepts for Understanding Curriculum is an invaluable guide for all involved in curriculum matters. Now fully updated, this revised and enlarged fourth edition provides not only a solid grounding in the subject but also covers the latest trends and issues affecting the field. Written in Marsh's clear and accessible style, the book details the strengths, weaknesses and controversies around major concepts in curriculum, including curriculum planning and development curriculum management teaching perspectives collaborative involvement in curriculum curriculum ideology. Now updated with new chapters on curriculum models, school-based curriculum development, learning studies, ICT developments in assessment, the new edition includes extra detail on standards and essential learning factors that have recently been introduced in a number of countries, including the UK, USA and Australia. This up-to-date edition of a definitive text will be essential reading for anyone involved in curriculum planning or development. It will be especially useful to students training to be teachers, and practising teachers following professional development programmes.



The Understanding by Design Guide to Advanced Concepts in Creating and Reviewing Units

The Understanding by Design Guide to Advanced Concepts in Creating and Reviewing Units Author Grant P. Wiggins
ISBN-10 9781416614098
Release 2012-01-01
Pages 136
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"This volume features a set of hands-on modules containing worksheets, models, and self-assessments that are essential for building more polished and powerful units"--



Understanding Bible by Design

Understanding Bible by Design Author G. Brooke Lester
ISBN-10 9781451489620
Release 2014-11-01
Pages 120
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Today’s seminary and religious-education instructors are expected to design and redesign their courses more nimbly than in the past. We have to adapt our courses to novel learning environments, for more diverse learners, toward more diverse vocations. At the same time, institutional rewards for time invested in course design are fewer than ever. Understanding Bible by Design introduces the reader to Understanding by Design: an approach to course design that is proven time-efficient and grounded in the instructor’s most closely-held convictions about her subject matter’s “big ideas and essential questions.” This book’s contributors (one in Old Testament, one in New Testament, and one in Jewish Studies) demonstrate the value of Understanding Bible by Design for the Biblical Studies instructor, whether at seminary or university, face-to-face or online, from the intimate seminar to the massive MOOC. Lester’s synopsis of course design and suggested action is followed by a collaborative dialogue with Jane S. Webster and Christopher M. Jones. Webster and Jones provide practical commentary regarding the successful implementation of Lester’s proposed approaches. As a group, Lester, Webster, and Jones create a text that extends pedagogical innovation in inspiring but practical ways.



Schooling by Design

Schooling by Design Author Grant Wiggins
ISBN-10 9781416617372
Release 2007-07-15
Pages 287
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Why, despite years of trying, have efforts to achieve lasting, effective school reform fallen short? What curricular and policy elements must be in place to move forward? How should the roles of teachers and education leaders be defined to best support the point of school? Grant Wiggins and Jay McTighe answer these and other questions in Schooling by Design: Mission, Action, and Achievement. Building on the premise of Understanding by Design, their acclaimed framework for curriculum, instruction, and assessment, the authors present a compelling argument for using the same approach to reach a grand goal: the reform of schooling as a whole. In their view, reform rests on six pillars: * A relentless focus on the long-term mission of school: enabling learners to demonstrate understanding and mature habits of mind; * A curriculum and assessment framework that honors the mission and ensures that content "coverage" is no longer the accepted approach to instruction; * A set of principles of learning that support all decisions about pedagogy and planning; * Structures, policies, job descriptions, practices, and use of resources consistent with mission and learning principles; * An overall strategy that includes ongoing feedback and adjustment; and * A set of tactics linked to strategy, including a planning process that uses "backward design" to accomplish the key work of reform. Practical, insightful and provocative, Schooling by Design elaborates on each of these elements and presents educators with both the rationale and the methodology for closing the gap between what we say we want from school and what school actually delivers--for turning vision into reality.ÿ



How to Create a Culture of Achievement in Your School and Classroom

How to Create a Culture of Achievement in Your School and Classroom Author Douglas Fisher
ISBN-10 9781416614579
Release 2012-04-27
Pages 223
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What does it feel like to walk into your school? Is it a welcoming place, where everyone feels valued? Most school improvement efforts focus on academic goals, instructional models, curriculum, and assessments. But sometimes what can make or break your learning community are the intangibles--the relationships, identity, and connections that make up its culture. Authors Fisher, Frey, and Pumpian believe that no school improvement effort will be effective unless school culture is addressed. They identify five pillars that are critical to building a culture of achievement: 1. Welcome: Imagine if all staff members in your school considered it their job to make every student, parent, and visitor feel noticed, welcomed, and valued. 2. Do no harm: Your school rules should be tools for teaching students to become the moral and ethical citizens you expect them to be. 3. Choice words: When the language students hear helps them tell a story about themselves that is one of possibility and potential, students perform in ways that are consistent with that belief. 4. It's never too late to learn: Can you push students to go beyond the minimum needed to get by, to discover what they are capable of achieving? 5. Best school in the universe: Is your school the best place to teach and learn? The best place to work? Drawing on their years of experience in the classroom, the authors explain how these pillars support good teaching and learning. In addition, they provide 19 action research tools that will help you create a culture of achievement, so that your school or classroom is the best it can be. After reading this book, you'll see why culture makes the difference between a school that enables success for all students and a school that merely houses those students during the school day.



What Counts as a Good Job in Teaching

What Counts as a Good Job in Teaching Author Colleen Gilrane
ISBN-10 9781442234710
Release 2015-06-18
Pages 160
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This book describes a successful approach to preservice teacher education that is designed to help prospective teachers develop the habits of mind for teaching for deeper understanding, even as their lived experiences as novice teachers conspire to encourage them to study for the test of the next day’s evaluation rubric.



Assessment Centered Teaching

Assessment Centered Teaching Author Kathryn DiRanna
ISBN-10 9781412954624
Release 2008-02-25
Pages 205
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The authors provide teachers and staff developers with a research-based process for establishing quality instructional goals and implementing ongoing formative assessment to help students reach learning goals.



Solving 25 Problems in Unit Design

Solving 25 Problems in Unit Design Author Jay McTighe
ISBN-10 9781416620471
Release 2015-04-14
Pages 64
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Curriculum design experts Jay McTighe and Grant Wiggins have reviewed thousands of curriculum documents and unit plans across a range of subjects and grades. In this book, they identify and describe the 25 most common problems in unit design and recommend how to fix them--and avoid them when planning new units. McTighe and Wiggins, creators of the Understanding by Design® framework, help you use the process of backward design to troubleshoot your units and achieve tighter alignment and focus on learning priorities. Whether you're working with local or national standards or with other learning goals, you can rely on their practical and proven solutions to promote deeper and better learning for your students.



Essential Questions

Essential Questions Author Jay McTighe
ISBN-10 9781416615705
Release 2013-04-09
Pages 119
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What are "essential questions," and how do they differ from other kinds of questions? What's so great about them? Why should you design and use essential questions in your classroom? Essential questions (EQs) help target standards as you organize curriculum content into coherent units that yield focused and thoughtful learning. In the classroom, EQs are used to stimulate students' discussions and promote a deeper understanding of the content. Whether you are an Understanding by Design (UbD) devotee or are searching for ways to address standards--local or Common Core State Standards--in an engaging way, Jay McTighe and Grant Wiggins provide practical guidance on how to design, initiate, and embed inquiry-based teaching and learning in your classroom. Offering dozens of examples, the authors explore the usefulness of EQs in all K-12 content areas, including skill-based areas such as math, PE, language instruction, and arts education. As an important element of their backward design approach to designing curriculum, instruction, and assessment, the authors *Give a comprehensive explanation of why EQs are so important; *Explore seven defining characteristics of EQs; *Distinguish between topical and overarching questions and their uses; *Outline the rationale for using EQs as the focal point in creating units of study; and *Show how to create effective EQs, working from sources including standards, desired understandings, and student misconceptions. Using essential questions can be challenging--for both teachers and students--and this book provides guidance through practical and proven processes, as well as suggested "response strategies" to encourage student engagement. Finally, you will learn how to create a culture of inquiry so that all members of the educational community--students, teachers, and administrators--benefit from the increased rigor and deepened understanding that emerge when essential questions become a guiding force for learners of all ages.



Tun sie denn was sie wissen

Tun sie denn  was sie wissen Author Hans-Peter Gottein
ISBN-10 9783781520929
Release 2016-04
Pages 344
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Tun sie denn was sie wissen has been writing in one form or another for most of life. You can find so many inspiration from Tun sie denn was sie wissen also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Tun sie denn was sie wissen book for free.



Taboo

Taboo Author
ISBN-10
Release 2005
Pages 136
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Taboo has been writing in one form or another for most of life. You can find so many inspiration from Taboo also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Taboo book for free.



Developing Students Statistical Reasoning

Developing Students    Statistical Reasoning Author Joan Garfield
ISBN-10 9781402083839
Release 2008-09-08
Pages 408
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Increased attention is being paid to the need for statistically educated citizens: statistics is now included in the K-12 mathematics curriculum, increasing numbers of students are taking courses in high school, and introductory statistics courses are required in college. However, increasing the amount of instruction is not sufficient to prepare statistically literate citizens. A major change is needed in how statistics is taught. To bring about this change, three dimensions of teacher knowledge need to be addressed: their knowledge of statistical content, their pedagogical knowledge, and their statistical-pedagogical knowledge, i.e., their specific knowledge about how to teach statistics. This book is written for mathematics and statistics educators and researchers. It summarizes the research and highlights the important concepts for teachers to emphasize, and shows the interrelationships among concepts. It makes specific suggestions regarding how to build classroom activities, integrate technological tools, and assess students’ learning. This is a unique book. While providing a wealth of examples through lessons and data sets, it is also the best attempt by members of our profession to integrate suggestions from research findings with statistics concepts and pedagogy. The book’s message about the importance of listening to research is loud and clear, as is its message about alternative ways of teaching statistics. This book will impact instructors, giving them pause to consider: "Is what I’m doing now really the best thing for my students? What could I do better?" J. Michael Shaughnessy, Professor, Dept of Mathematical Sciences, Portland State University, USA This is a much-needed text for linking research and practice in teaching statistics. The authors have provided a comprehensive overview of the current state-of-the-art in statistics education research. The insights they have gleaned from the literature should be tremendously helpful for those involved in teaching and researching introductory courses. Randall E. Groth, Assistant Professor of Mathematics Education, Salisbury University, USA



Schooling by Design

Schooling by Design Author Allison Zmuda
ISBN-10 9781416605782
Release 2007-01-01
Pages 351
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Based on: Schooling by design / Grant Wiggins and Jay McTighe.