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Understanding by design /

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008		191230s20051998vaua b 001 0 eng
020		\|a9781416600350\|q(pbk.) :\|cUS$32.95
040		\|aKCIS\|beng\|cKCIS\|eAACR2
041	0	\|aeng
050	00	\|aLB2806.15\|b.W54 2005
082	00	\|a375/.001\|222
100	1	\|aWiggins, Grant P.,\|d1950-
245	10	\|aUnderstanding by design /\|cGrant Wiggins and Jay McTighe.
250		\|aExpanded 2nd ed.
260		\|aAlexandria, VA :\|bASCD,\|c2005.
300		\|axi, 370 p. :\|bill. (some col.) ;\|c28 cm.
504		\|aIncludes bibliographical references (p. 355-364) and index.
505	0	\|aBackward design -- Understanding understanding -- Gaining clarity on our goals -- The six facets of understanding -- Essential questions : doorways to understanding -- Crafting understandings -- Thinking like an assessor -- Criteria and validity -- Planning for learning -- Teaching for understanding -- The design process -- The big picture : UBD as curriculum framework -- "Yes, but--".
650	0	\|aCurriculum planning\|zUnited States.
650	0	\|aCurriculum-based assessment\|zUnited States.
650	0	\|aLearning.
650	0	\|aComprehension.
700	1	\|aMcTighe, Jay.
983		\|aKCIS
983		\|aJ1081121014 (HE010503-5)

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Aimed at teachers in grades K-16, this text presents a framework for the design of curriculum, assessment, and instruction that is focused on developing and deepening student understanding of important ideas. Consultants Wiggins and McTighe (both former classroom teachers) propose a "backward design" approach to planning that helps students meet standards without sacrificing bigger goals related to understanding. They also explain how individual units may be nested within a larger framework of courses and programs dealing with essential questions. Annotation c2004 Book News, Inc., Portland, OR (booknews.com)
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