HOME HELP FEEDBACK ARCHIVE SEARCH TABLE OF CONTENTS		QUICK SEARCH:   [advanced] Author: Keyword(s): Year:  Vol:  Page:

This Article Full Text Full Text (PDF) Submit Reader Comments Alert me when this article is cited Alert me when Reader Comments are posted Alert me if a correction is posted Services Similar articles in this journal Alert me to new issues of the journal Download to citation manager Citing Articles Citing Articles via Google Scholar Google Scholar Articles by Roth, D. Search for Related Content PubMed Articles by Roth, D.

Understanding by Design: A Framework for Effecting Curricular Development and Assessment

Graduate School, Jesse Anderson, Graduate School, and Robert Mayes, Science and Math Teaching Center, University of Wyoming, Laramie, WY 82071

Address correspondence to: Don Roth (rothdon{at}uwyo.edu)

Review of: Understanding by Design, by G. Wiggins, J. McTighe 2nd ed.; 2006; Association for Supervision and Curriculum Development (Alexandria, VA); ISBN: 0-13-195084-3 Retail price: $33.00

Successful learning outcomes require the integration of content and meaningful assessment with effective pedagogy. However, development of coherent and cohesive curriculum is seemingly overwhelming even to experienced teachers. Obviously this creates a barrier to successful student learning. Understanding by Design (UbD) overcomes this impasse by providing concise and practical guidance for experienced and inexperienced teachers. In programs sponsored by the National Science Foundation and the National Institutes of Health, teams composed of University of Wyoming graduate students and science teachers from grades 6 to 9 designed motivating, inquiry-based lesson plans intended to get students to think and act like scientists. In this process, teams utilized principles outlined in UbD with great success. UbD describes a practical and useful "backward" design process in which anticipated results are first identified; acceptable evidence for learning outcomes is established and, only then, are specific learning experiences and instruction planned. Additionally, UbD provides procedures to avoid content overload by focusing on "enduring principles." WHERE, the UbD sieve for activities, was used effectively to develop tasks that are engaging, that are consistent with state educational standards, and that promote self-directed, life-long learning.