UGH! | Understanding by Design, Expanded 2nd Edition

backward design | Understanding by Design, Expanded 2nd Edition | Grant Wiggins, Jay McTighe

books:


	• Understanding by Design, Expanded 2nd Edition Grant Wiggins, Jay McTighe Prentice Hall, 2005 - 384 pages average customer review:based on 26 reviews view larger image
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highly recommended

Good info, a little redundant

I used this book as part of a graduate level class. The book is quite informative and gives great ideas on how to teach for results instead of just covering necessary material. Basically, it tells teachers to start with goals, then work backward to the introduction and teaching of the material. There are other similar strategies out there, but this is very specific as to curriculum design. It gets repetitive, but it is useful overall.

UGH!

This was a required text book for a graduate class. It is one of the most poorly written text books I have ever had to read!

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backward design

We used this book in a condensed class and it was very useful although i would prefer to have had more of a variety of examples of the actual application of the theories.

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Understanding By Design

I bought this book because I needed to learn about UbD's for my new district this year. I thought that the book was well laid out and gave you a great framework for the UbD's but there was so much flab in between. There were a lot of pages that I felt like I could skip through. I do not know if that is because I graduated with an Education degree and therefore I knew most of the things they said in this book or if it because it repeats itself a lot. Overall I think this book is great for college students just starting in the profession.

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Potentially useful to some; many "but"s for most.

Whether the human mind is capable of understanding the process of understanding is a philosophical conundrum that has occupied the time of great thinkers from the pre-Socratics to the modern-day exponents of the theory of the mind. It is against this background that McTighe and Wiggins, respected American education researchers and theorists, attempt to say important things about understanding to teachers hoping to improve their lessons and their lesson planning.

Their book sets out to do this largely by attempting to clarify some pragmatic trivia in a well ploughed field. Unfortunately, the reader is soon furnished with ample evidence that McTighe and Wiggins are patently out of their depth in this field. Their definition of understanding is an extremely poor one - "that a student has something more than just textbook knowledge and skill - that a student really `gets it.' " - although, to be fair, their definitions of assessment and curriculum are much sharper and better considered, and remain useful even outside the context of this book.

What the two researchers can achieve is the definition of a series of facets that they themselves create - the Six Facets of Understanding. One is immediately reminded of Bloom's taxonomy here, but McTighe and Wiggins claim that their research supports the notion that this rubric is valuable for teachers seeking to deepen the understanding of students in their classes.

Typically, for this type of book it is the anecdotal evidence they cite which remains in the mind. There is a tradition of made up anecdotal evidence being perfectly acceptable in American education research - as long as it describes patterns of behaviour that are empirically evident in schools. I have strong reservations about the validity of making up classroom scenarios, but it is possible that this fictional anecdotal approach can occasionally be useful in clarifying areas of learning that are hazy. My problem with this book is that if McTighe and Wiggins are relying upon empirical data to persuade the reader to accept their facets of understanding rubric, then they themselves are recognizing only one of many possible definitions of what understanding is.

In my view, the six facets allow the teacher or assessor to assert that the participator in a lesson influenced by Understanding by Design has been advanced further along an arbitrary linear spectrum called "Understanding" than might otherwise have been the case. No more and no less.

The book is, therefore, mainly an explanatory footnote to the six facets rubric. It's a useful rubric for accomplishing some pragmatic classroom tasks, but it has nothing new to say about understanding.

If you plan lessons that may broadly be described as

* open ended
* based on standards
* containing clear criteria for student success
* include different ways to ensure student enthusiasm
* flexible enough to accommodate the "teachable moment"
* accessing the higher echelons of Bloom's taxonomy
* integrating skills

then the likelihood is you won't learn anything new from reading Understanding by Design. If you don't already do the above, Understanding by Design may be a useful tool towards self-improvement as a teacher.

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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.

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reviews: page 1, 2, 3, 4, 5, 6

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