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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.
Syllabus for military instructors teaching college business curriculum as part of the U.S. Army education program.
Syllabus for military instructors teaching high school English curriculum as part of the U.S. Army education program.
With the report of the 16th meeting, 1894, was issued "The secretary's official report of the special meeting ... Chicago, 1893," containing a résumé of the reports of meetings from 1876 to 1892.
[This book] is written to be the primary text for a college-level public speaking course. [The authors] offer strategies that are anchored in ethical principles to assist speakers in articulating a message that connects with their audience. [They] emphasize that an effective speaker is an ethical speaker ... Audience-centered speakers articulate truthful messages that give audience members free choice in responding to a message, while also using effective means of ensuring message clarity and credibility.-Pref.