|
Showing 1 - 15 of
15 matches in All Departments
Far too often, our students attain only a superficial level of
knowledge that fails to prepare them for deeper challenges in
school and beyond. In Teaching for Deeper Learning, renowned
educators and best-selling authors Jay McTighe and Harvey F. Silver
propose a solution: teaching students to make meaning for
themselves. Contending that the ability to ""earn"" understanding
will equip students to thrive in school, at work, and in life, the
authors highlight seven higher-order thinking skills that
facilitate students' acquisition of information for greater
retention, retrieval, and transfer. These skills, which cut across
content areas and grade levels and are deeply embedded in current
academic standards, separate high achievers from their
low-performing peers. Drawing on their deep well of research and
experience, the authors: Explore what kind of content is worth
having students make meaning about. Provide practical tools and
strategies to help teachers target each of the seven thinking
skills in the classroom. Explain how teachers can incorporate the
thinking skills and tools into lesson and unit design. Show how
teachers can build students' capacity to use the strategies
independently. If our goal is to prepare students to meet the
rigorous demands of school, college, and career, then we must
foster their ability to respond to such challenges. This
comprehensive, practical guide will enable teachers to engage
students in the kind of learning that yields enduring understanding
and valuable skills that they can use throughout their lives.
Aimed at the growing number of educators who are looking to move
beyond covering the curriculum, Designing Authentic Performance
Tasks and Projects provides a comprehensive guide to ensuring
students' deeper learning-in which they can transfer their
knowledge, skills, and understandings to the world beyond the
classroom. Readers will learn how to: Create authentic tasks and
projects to address both academic standards and 21st century
skills. Apply task frames to design performance tasks that allow
voice and choice for students. Design and use criterion-based
evaluation tools and rubrics for assessment, including those for
students to use in self-assessment and peer assessment. Incorporate
performance-based instructional strategies needed to prepare
students for authentic performance. Differentiate tasks and
projects for all students, including those needing additional
support or challenge. Effectively manage the logistics of a
performance-based classroom. Use project management approaches to
facilitate successful implementation of tasks and projects. Develop
performance-based curriculum at the program, school, and district
levels. Authors Jay McTighe, Kristina J. Doubet, and Eric M.
Carbaugh provide examples and resources across all grade levels and
subject areas. Teachers can use this practical guidance to
transform their classrooms into vibrant centers of learning, where
students are motivated and engaged and see relevance in the work
they are doing.
How can educators leverage neuroscience research about how the
human brain learns? How can we use this information to improve
curriculum, instruction, and assessment so our students achieve
deep learning and understanding in all subject areas? Upgrade Your
Teaching: Understanding by Design Meets Neuroscience answers these
questions by merging insights from neuroscience with Understanding
by Design (UbD), the framework used by thousands of educators to
craft units of instruction and authentic assessments that emphasize
understanding rather than recall. Readers will learn: How the brain
processes incoming information and determines what is (or is not)
retained as long-term memory. How brain science reveals factors
that influence student motivation and willingness to put forth
effort. How to fully engage all students through relevance and
achievable challenge. How key components of UbD, including backward
design, essential questions, and transfer tasks, are supported by
research in neuroscience. Why specific kinds of teaching and
assessment strategies are effective in helping students gain the
knowledge, skills, and deep understanding they need to succeed in
school and beyond. How to create a brain-friendly classroom climate
that supports lasting learning. Authors Jay McTighe and Judy Willis
translate research findings into practical information for everyday
use in schools, at all grade levels and in all subject areas. With
their guidance, educators at all levels can learn how to design and
implement units that empower teachers and students alike to
capitalize on the brain's tremendous capacity for learning.
How can today's teachers, whose classrooms are more culturally and
linguistically diverse than ever before, ensure that their students
achieve at high levels? How can they design units and lessons that
support English learners in language development and content
learning-simultaneously? Authors Amy Heineke and Jay McTighe
provide the answers by adding a lens on language to the widely used
Understanding by Design (R) framework (UbD (R) framework) for
curriculum design, which emphasizes teaching for understanding, not
rote memorization. Readers will learn: The components of the UbD
framework. The fundamentals of language and language development.
How to use diversity as a valuable resource for instruction by
gathering information about students' background knowledge from
home, community, and school. How to design units and lessons that
integrate language development with content learning in the form of
essential knowledge and skills. How to assess in ways that enable
language learners to reveal their academic knowledge. Student
profiles, real-life classroom scenarios, and sample units and
lessons provide compelling examples of how teachers in all grade
levels and content areas use the UbD framework in their culturally
and linguistically diverse classrooms. Combining these practical
examples with findings from an extensive research base, the authors
deliver a useful and authoritative guide for reaching the
overarching goal: ensuring that all students have equitable access
to high-quality curriculum and instruction.
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. 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.
Teachers struggle every day to bring quality instruction to their
students. Beset by lists of content standards and accompanying
""high-stakes"" accountability tests, many educators sense that
both teaching and learning have been redirected in ways that are
potentially impoverishing for those who teach and those who learn.
Educators need a model that acknowledges the centrality of
standards but also ensures that students truly understand content
and can apply it in meaningful ways. For many educators,
Understanding by Design addresses that need. Simultaneously,
teachers find it increasingly difficult to ignore the diversity of
the learners who populate their classrooms. Few teachers find their
work effective or satisfying when they simply ""serve up"" a
curriculum-even an elegant one-to students with no regard for their
varied learning needs. For many educators, Differentiated
Instruction offers a framework for addressing learner variance as a
critical component of instructional planning. In this book the two
models converge, providing readers fresh perspectives on two of the
greatest contemporary challenges for educators: crafting powerful
curriculum in a standards-dominated era and ensuring academic
success for the full spectrum of learners. Each model strengthens
the other. Understanding by Design is predominantly a curriculum
design model that focuses on what we teach. Differentiated
Instruction focuses on whom we teach, where we teach, and how we
teach. Carol Ann Tomlinson and Jay McTighe show you how to use the
principles of backward design and differentiation together to craft
lesson plans that will teach essential knowledge and skills for the
full spectrum of learners. Connecting content and kids in
meaningful ways is what teachers strive to do every day. In tandem,
UbD and DI help educators meet that goal by providing structures,
tools, and guidance for developing curriculum and instruction that
bring to students the best of what we know about effective teaching
and learning.
A practical guide to more effective assessment for improved student learning Learn how to be more consistent in judging student performance, and help your students become more effective at assessing their own learning! This book offers a practical approach to assessing challenging but necessary performance tasks, like creative writing, "real-world" research projects, and cooperative group activities. Judith Arter and Jay McTighe, experts in the field of assessment, wrote Scoring Rubrics in the Classroom to help you achieve three main goals: - Clarify the targets of instruction, especially for hard-to-define problem solving
- Provide valid and reliable assessment of student learning
- Improve student motivation and achievement by helping students understand the nature of quality for performances and products
Each chapter is framed by an essential question and includes illustrative stories, practical examples, tips and cautions, and a summary of key points and recommended resources for further information. The resources section contains a wealth of rubrics to adopt or adapt. Teachers and administrators will find this an essential resource in increasing teacher effectiveness and student performance.
What is understanding and how does it differ from knowledge? How
can we determine the big ideas worth understanding? Why is
understanding an important teaching goal, and how do we know when
students have attained it? How can we create a rigorous and
engaging curriculum that focuses on understanding and leads to
improved student performance in today's high-stakes,
standards-based environment?Authors Grant Wiggins and Jay McTighe
answer these and many other questions in this second edition of
Understanding by Design. Drawing on feedback from thousands of
educators around the world who have used the UbD framework since
its introduction in 1998, the authors have greatly revised and
expanded their original work to guide educators across the K-16
spectrum in the design of curriculum, assessment, and instruction.
With an improved UbD Template at its core, the book explains the
rationale of backward design and explores in greater depth the
meaning of such key ideas as essential questions and transfer
tasks. Readers will learn why the familiar coverage- and
activity-based approaches to curriculum design fall short, and how
a focus on the six facets of understanding can enrich student
learning. With an expanded array of practical strategies, tools,
and examples from all subject areas, the book demonstrates how the
research-based principles of Understanding by Design apply to
district frameworks as well as to individual units of curriculum.
Combining provocative ideas, thoughtful analysis, and tested
approaches, this new edition of Understanding by Design offers
teacher-designers a clear path to the creation of curriculum that
ensures better learning and a more stimulating experience for
students and teachers alike.
The Understanding by Design Guide to Creating High-Quality Units
offers instructional modules on the basic concepts and elements of
Understanding by Design (UbD), the ""backward design"" approach
used by thousands of educators to create curriculum units and
assessments that focus on developing students' understanding of
important ideas. The eight modules are organized around the UbD
Template Version 2.0 and feature components similar to what is
typically provided in a UbD design workshop, including: Discussion
and explanation of key ideas in the module. Guiding exercises,
worksheets, and design tips. Examples of unit designs. Review
criteria with prompts for self-assessment. A list of resources for
further information. This guide is intended for K-16
educators—either individuals or groups—who may have received
some training in UbD and want to continue their work independently;
those who've read Understanding by Design and want to design
curriculum units but have no access to formal training; graduate
and undergraduate students in university curriculum courses; and
school and district administrators, curriculum directors, and
others who facilitate UbD work with staff. Users can go through the
modules in sequence or skip around, depending on their previous
experience with UbD and their preferred curriculum design style or
approach. Unit creation, planning, and adaptation are easier than
ever with the accompanying downloadable resources, including the
UbD template set up as a fillable PDF form, additional worksheets,
examples, and FAQs about the module topics that speak to UbD
novices and veterans alike.
The highly anticipated second edition of "Understanding by Design"
poses the core, essential questions of understanding and design,
and provides readers with 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 book proposes a multifaceted
approach, with the six "facets" of understanding. The facets
combine with backward design to provide a powerful, expanded array
of practical tools and strategies for designing curriculum,
instruction, and assessments that lead students at all grade levels
to genuine understanding. The second edition, a refined work, has
been thoroughly and extensively revised, updated, and expanded,
including improvement of the UbD Template, the key terms of UbD,
dozens of worksheets, and some of the larger concepts. The authors
have successfully put together a text that demonstrates what best
practice in the design of learning looks like, enhancing for its
audience their capability for creating more engaging and effective
learning, whether the student is a third grader, a college
freshman, or a faculty member.
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 (R) 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.
A practical guide to more effective assessment for improved student learning Learn how to be more consistent in judging student performance, and help your students become more effective at assessing their own learning! This book offers a practical approach to assessing challenging but necessary performance tasks, like creative writing, "real-world" research projects, and cooperative group activities. Judith Arter and Jay McTighe, experts in the field of assessment, wrote Scoring Rubrics in the Classroom to help you achieve three main goals: - Clarify the targets of instruction, especially for hard-to-define problem solving
- Provide valid and reliable assessment of student learning
- Improve student motivation and achievement by helping students understand the nature of quality for performances and products
Each chapter is framed by an essential question and includes illustrative stories, practical examples, tips and cautions, and a summary of key points and recommended resources for further information. The resources section contains a wealth of rubrics to adopt or adapt. Teachers and administrators will find this an essential resource in increasing teacher effectiveness and student performance.
|
You may like...
Amok
Sebastian Fitzek
Paperback
R482
R397
Discovery Miles 3 970
Polsslag
Marie Lotz
Paperback
(1)
R355
R259
Discovery Miles 2 590
Verity
Colleen Hoover
Paperback
(2)
R280
R224
Discovery Miles 2 240
|