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Whistle Stopper - Understanding by Design, Expanded 2nd Edition
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List Price: $38.60
Our Price: $30.40
Your Save: $ 8.20 ( 21% )
Availability: Usually ships in 24 hours
Manufacturer: Prentice Hall
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Average Customer Rating:  
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Binding: Paperback
Dewey Decimal Number: 375.001
EAN: 9780131950849
ISBN: 0131950843
Label: Prentice Hall
Manufacturer: Prentice Hall
Number Of Items: 1
Number Of Pages: 384
Publication Date: 2005-07-24
Publisher: Prentice Hall
Studio: Prentice Hall
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Spotlight customer reviews:
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Customer Rating:
Summary: backward design
Comment: 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.
Customer Rating:
Summary: UGH!
Comment: 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!
Customer Rating:
Summary: Potentially useful to some; many "but"s for most.
Comment: 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.
Customer Rating:
Summary: New Backwards design model
Comment: There is really nothing new in this book as far as the design of the model of learning and classroom structure.Is is merely a new way of looking at Backwards design. That being said, if you have no experience working with backwars design, it is interesting to see how it changes your outlook on education.
Customer Rating:
Summary: Understanding, we get it!
Comment: This was the main textbook in my Curriculum and Instruction class, and it's okay, but VERY redundant. It says to start your lesson by deciding what you want your students to learn (well, duh!) and then don't let a bunch of nice-to-know-but-not-really-important facts get in the way (I guess that's what comes from the SOLs and stuff). And it hammers home the idea that students can LEARN something without really UNDERSTANDING it, which seems a little obvious to me.
All in all it's not a BAD book, but Id recommend something by Robert J. Marzano instead. We also used "Classroom Instruction that Works" in our class, and it was much better -- easier to read, not as boring or textbook-y, and more practical application type stuff.
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Editorial Reviews:
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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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