Using Understanding by Design in the Culturally and Linguistically Diverse Classroom

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  • Author : Amy J. Heineke
  • Publisher : ASCD
  • Pages : 298 pages
  • ISBN : 1416626123
  • Rating : /5 from reviews
CLICK HERE TO GET THIS BOOK >>>Using Understanding by Design in the Culturally and Linguistically Diverse Classroom

Download or Read online Using Understanding by Design in the Culturally and Linguistically Diverse Classroom full in PDF, ePub and kindle. this book written by Amy J. Heineke and published by ASCD which was released on 11 July 2018 with total page 298 pages. We cannot guarantee that Using Understanding by Design in the Culturally and Linguistically Diverse Classroom book is available in the library, click Get Book button and read full online book in your kindle, tablet, IPAD, PC or mobile whenever and wherever You Like. How can today’s teachers, whose classrooms are more culturally and linguistically diverse than ever before, ensure that their students achieve at high levels? How can they design units and lessons that support English learners in language development and content learning—simultaneously? Authors Amy Heineke and Jay McTighe provide the answers by adding a lens on language to the widely used Understanding by Design® framework (UbD® framework) for curriculum design, which emphasizes teaching for understanding, not rote memorization. Readers will learn * the components of the UbD framework; * the fundamentals of language and language development; * how to use diversity as a valuable resource for instruction by gathering information about students’ background knowledge from home, community, and school; * how to design units and lessons that integrate language development with content learning in the form of essential knowledge and skills; and * how to assess in ways that enable language learners to reveal their academic knowledge. Student profiles, real-life classroom scenarios, and sample units and lessons provide compelling examples of how teachers in all grade levels and content areas use the UbD framework in their culturally and linguistically diverse classrooms. Combining these practical examples with findings from an extensive research base, the authors deliver a useful and authoritative guide for reaching the overarching goal: ensuring that all students have equitable access to high-quality curriculum and instruction.

Using Understanding by Design in the Culturally and Linguistically Diverse Classroom

Using Understanding by Design in the Culturally and Linguistically Diverse Classroom
  • Author : Amy J. Heineke,Jay McTighe
  • Publisher : ASCD
  • Release : 11 July 2018
GET THIS BOOK Using Understanding by Design in the Culturally and Linguistically Diverse Classroom

How can today’s teachers, whose classrooms are more culturally and linguistically diverse than ever before, ensure that their students achieve at high levels? How can they design units and lessons that support English learners in language development and content learning—simultaneously? Authors Amy Heineke and Jay McTighe provide the answers by adding a lens on language to the widely used Understanding by Design® framework (UbD® framework) for curriculum design, which emphasizes teaching for understanding, not rote memorization. Readers will

The Fundamentals of Understanding by Design Quick Reference Guide

The Fundamentals of Understanding by Design  Quick Reference Guide
  • Author : Jay McTighe
  • Publisher : Unknown
  • Release : 05 August 2020
GET THIS BOOK The Fundamentals of Understanding by Design Quick Reference Guide

Millions of teachers worldwide use the Understanding by Design® (UbD) curriculum planning framework to create units of instruction that develop and deepen student learning. This quick reference guide from UbD co-creator Jay McTighe covers UbD's key tenets and three-stage "backward design" process and introduces the framework's design templates and quality standards. It also explains key vocabulary and explores essential aspects of unit construction, including* Focusing instruction and assessment on "big ideas" and essential questions;* Creating authentic performance tasks that reveal

The Understanding by Design Guide to Creating High Quality Units

The Understanding by Design Guide to Creating High Quality Units
  • Author : Grant P. Wiggins,Jay McTighe
  • Publisher : ASCD
  • Release : 01 January 2011
GET THIS BOOK The Understanding by Design Guide to Creating High Quality Units

"The Understanding by Design Guide to Creating High-Quality Units is targeted to individuals and groups interested in improving their skills in designing units of study based on the Understanding by Design (UbD) framework. This guide introduces UbD unit design and directs readers through the process. It is organized around a set of modules that move from basic ideas (e.g., the three stages of "backward design") to more complicated elements of unit design (e.g., authentic performance tasks)."--publisher website.

Schooling by Design

Schooling by Design
  • Author : Grant Wiggins,Jay McTighe
  • Publisher : ASCD
  • Release : 15 July 2007
GET THIS BOOK Schooling by Design

Why, despite years of trying, have efforts to achieve lasting, effective school reform fallen short? What curricular and policy elements must be in place to move forward? How should the roles of teachers and education leaders be defined to best support the point of school? Grant Wiggins and Jay McTighe answer these and other questions in Schooling by Design: Mission, Action, and Achievement. Building on the premise of Understanding by Design, their acclaimed framework for curriculum, instruction, and assessment, the

Taking the PYP Forward

Taking the PYP Forward
  • Author : Simon Davidson,Steven Carber
  • Publisher : John Catt Educational Ltd
  • Release : 16 October 2021
GET THIS BOOK Taking the PYP Forward

The International Baccalaureate Primary Years Programme stands in a proud tradition of reflective educators incorporating best practice into international schools. For the PYP to maintain relevance in education today, inquiry has to be rethought, refreshed and reapplied. Taking the PYP Forward does exactly that. Raising many questions and recognising the new challenges facing educators, this collaborative work brings together voices from both within and outside of the PYP. Intending to broaden our view of inquiry and circulate fresh thinking about

Exploring Understanding by Design for Planning a Chemistry Unit in a Public Classical School

Exploring Understanding by Design for Planning a Chemistry Unit in a Public Classical School
  • Author : Jason G. Belter
  • Publisher : Unknown
  • Release : 16 October 2021
GET THIS BOOK Exploring Understanding by Design for Planning a Chemistry Unit in a Public Classical School

The research question assessed how effective Understanding by Design (UbD) (Wiggins & McTighe, 2005) would be in supporting the creation of a chemistry unit that meets the goals of a systematic science curriculum for use in a classical charter school. The study evaluates the usage of UbD in revising a single chemistry unit for seventh grade students to include more history of science content. The unit was evaluated by the author and two other reviewers who were science teachers. Increasing the history

Solving 25 Problems in Unit Design

Solving 25 Problems in Unit Design
  • Author : Jay McTighe,Grant Wiggins
  • Publisher : ASCD
  • Release : 14 April 2015
GET THIS BOOK Solving 25 Problems in Unit Design

Curriculum design experts Jay McTighe and Grant Wiggins have reviewed thousands of curriculum documents and unit plans across a range of subjects and grades. In this book, they identify and describe the 25 most common problems in unit design and recommend how to fix them--and avoid them when planning new units. McTighe and Wiggins, creators of the Understanding by Design® framework, help you use the process of backward design to troubleshoot your units and achieve tighter alignment and focus on learning

Assessing Student Learning by Design

Assessing Student Learning by Design
  • Author : Jay McTighe,Steve Ferrara
  • Publisher : Teachers College Press
  • Release : 16 October 2021
GET THIS BOOK Assessing Student Learning by Design

How can we help teachers use classroom assessments to gather appropriate evidence for all valued learning goals, and to use those assessments not just to measure learning but to promote it? This book provides an answer in a practical, proven, and principled Assessment Planning Framework that moves away from solely multiple-choice tests toward a wide range of approaches to classroom assessment activities, including performance-based assessments. The Framework examines four different types of learning goals, considers various purposes and audiences for