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The Understanding by Design Guide to Advanced Concepts in Creating and Reviewing Units
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The Understanding by Design Guide to Advanced Concepts in Creating and Reviewing Units offers instructional modules on how to refine units created using Understanding by Design (UbD) and how to effectively review the units using self-assessment and peer review, along with observation and supervision. The Guide builds upon its companion and predecessor, The Understanding by Design Guide to Creating High-Quality Units, and like the earlier volume, it presents the following components for each module: * Narrative discussion of key ideas in the module * Exercises, worksheets, and design tips * Examples of unit designs * Review criteria for self- and peer assessment * References for further information UbD is based on a backward design approach and is used by thousands of educators to create curriculum units and assessments that focus on developing students' understanding of essential ideas and helping students attain important skills. The Guide is intended for use by individuals or groups in K 16 education (teachers, school and district administrators, curriculum directors, graduate and undergraduate students in curriculum, and others) who want to further develop their skill in UbD. Users can work through the modules in order or pick and choose, depending on their interests and needs. Additional resources, including worksheets, examples, and FAQs, are available as downloadable forms (including fillable UbD templates that can be saved electronically), making it easy for UbD practitioners to advance their understanding and their ability to create curriculum that leads to deep, meaningful learning.
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Product details
Paperback: 136 pages
Publisher: ASCD; 1 edition (January 1, 2012)
Language: English
ISBN-10: 1416614095
ISBN-13: 978-1416614098
Product Dimensions:
8.3 x 0.5 x 10.6 inches
Shipping Weight: 12.8 ounces (View shipping rates and policies)
Average Customer Review:
4.1 out of 5 stars
9 customer reviews
Amazon Best Sellers Rank:
#463,369 in Books (See Top 100 in Books)
UbD is a great instructional concept, but it tries to be too much and fails to deliver meaningful quality content for both new and experienced teachers. It almost seems as if Wiggins tries to reinvent what teachers should do but takes two steps back and says "use what fits your needs." The books were supposedly created to be read in any order, but each chapter references other chapters and graphics already used. Sometimes it appears as if Wiggins is trying to reinvent what was already made: Bloom's Taxonomy and verbs, different forms of formative assessment, and teaching practices that I am already aware of before I read the book.Much of the work consists of visual grids, forms, and graphs that sometimes make the concepts more confusing than helpful. The process of constructing lesson plans is further complicated by using abbreviations that serve little purpose other than to the lesson writer himself. In other words, unless your colleagues also understand your specific design, a UbD lesson plan would not be understood by even a well-trained educator. It attempts to create vague templates with so much room that nothing seems concrete, such as evaluative criteria, objectives, and daily lessons. Don't believe me? Just read the template about a driving lesson, there is no scoring guide next to its "criteria" to show level of performance. GRASPS is nearly the same.Furthermore, there is a danger in overusing the "understanding" method of teaching, especially in lower grades (K-5). There is so much emphasis on higher-level thinking that it takes away from the assessment of other knowledge in order to obtain "a mile deep and an inch wide" level of understanding. The author wants students to make meaning of their learning in a complex way rather than just recall the material. While I agree that students should learn in a meaningful way, the level of depth can be inappropriate for lower grades in given subjects as suggested, such as math.Summary:UbD can be best described as a way for teachers to organize what they already know how to do while adding a level of complexity to the process. Emphasis on content the teacher already knows. This includes unnecessary labels (AMT, WHERETO, GRASPS, Facets), lesson planning norms (rubrics, big ideas, essential questions, unpacking standards, differentiated instruction), and generic classroom instructional strategies (see table of content in "Classroom instruction that Works"). I bought this for a college class and felt that I got nothing out of this series, not even as a new teacher.
I purchased this guide as a supplemental addition to the course materials provided by the school, and it has proved to be a wonderful resource in my Instructional Design program. Highly recommend for those that have a lot available online and wish to have a ready-reference "at-hand."
As advertised, quick delivery
Great book to learn about how to apply the UBD template to design units to teach.
This was exactly what I needed to finish my project
This is a much better designed book for both management staff that want to provide courses for their staff on curriculum developement and for staff that want to move themselves forward in curriculum development thinking.The modules can be followed as a series of units which helps planning Inservice Training.
Excellent
Great resource
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