UNDERSTANDING BY DESIGN FRAMEWORK BY JAY MCTIGHE AND GRANT WIGGINGS

Description

BREVE RESUMEN GRAFICO DE DISEÑO CURRICULAR TENIENDO EN CUENTA EL FINAL O RESULTADOS DESEADOS
León  Aranzazu
Mind Map by León Aranzazu, updated more than 1 year ago
León  Aranzazu
Created by León Aranzazu about 7 years ago
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Resource summary

UNDERSTANDING BY DESIGN FRAMEWORK BY JAY MCTIGHE AND GRANT WIGGINGS
  1. IS A PLANNING PROCESS AND STRUCTURE
    1. TO GUIDE
      1. CURRICULUM-ASSESSMENT-INSTRUCTION
      2. TWO KEY IDEAS
        1. FOCUS ON
          1. TEACHING AND ASSESSING FOR UNDERSTANDING AND TRANSFER
            1. DESIGN CURRICULUM "BACKWARD" FROM THOSE ENDS
        2. IS BASED IN 7 KEY TENENTS
          1. 1) LEARNING ENHANCEMENT
            1. THINK PURPOSEFULLY ABOUT CURRICULAR PLANNING
              1. NO RIGID PROCESS
              2. 2) FOCUS CURRICULUM AND TEACHING
                1. ON DEVELOPMENT DEEPENING OF STUDENT UNDERSTANDING AND TRANSFER OF LEARNING
                  1. 3) STUDENTS MAKE SENSE OF AND TRANSFER
                    1. UNDERSTANDING INDICATORS SIX FACETS
                      1. CAPACITY TO EXPLAIN
                        1. INTERPRET
                          1. APPLY
                            1. SHIFT PERSPECTIVE
                              1. EMPATHIZE
                                1. SELF ASSESS
                                2. 4) EFECTIVE CURRICULUM PLANNED BACKWARD FROM LONG TERM
                                  1. THREE STAGE DESIGN PROCESS
                                    1. DESIDERED RESULTS
                                      1. EVIDENCE
                                        1. LEARNING PLAN
                                          1. TEXT BOOK IS A RESOURCE NOT A CURRICULUM
                                        2. 5) TEACHERS ARE COACHES OF UNDERSTANDING
                                          1. ENSURE TEACHING HAPPENS
                                            1. SUCCESFUL MEANING MAKING AND TRANSFER BY THE LEARNERS
                                            2. 6) REGULAR REVISION OF UNITS AND CURRICULUM
                                              1. AGAINST
                                                1. DESIGN STANDARS
                                                2. REVISION ENHANCES CURRICULAR QUALITY AND EFECTIVENES
                                                  1. PROVIDES ENGAGING AND PROFESSIONAL DISCUSSIONS
                                                  2. REFLECTS CONTINUAL IMPROVEMENT APPROACH TO STUDENT ACHIVEMENT AND TEACHER CRAFT
                                      2. IS GUIDED FROM TWO STREAMS
                                        1. THEORETICAL RESEARCH IN COGNITIVE PSICHOLOGY
                                          1. RESULTS OF STUDENT ACHIEVEMENT
                                          2. BACKWARD DESIGN
                                            1. 1) IDENTIFY DESIDERED RESULTS
                                              1. WHAT SHOULD STUDENTS KNOW, UNDERSTAND AND BE ABLE TO DO
                                                1. RESULTS UNDERSTANDINGS QUESTIONS GOALS EXAMINE STABLISHED TANDARS NATIONALE STATE PROVINCE AND DISTRICT
                                                  1. REVIEW CURRICULUM EXPECTATIONS
                                                    1. CALLS FOR CLARITY ABOUT PRIORITIES
                                                      1. LONG TERM GOALS
                                              2. 2)DETERMINE ASSESSMENT EVIDENCE
                                                1. REFLECTS DESIDERED RESULTS
                                                  1. PERFOMANCE TASKS AND OTHER EVIDENCE
                                                    1. APPLY LEARNIGN TO NEW AND AUTHENTIC SITUATION TO ASSESS UNDERSTANDING AND ABILITY TO TRANSFER THEIR LEARNING
                                                      1. CONSIDER IN ADVANCE THE ASSESSMENT EVIDENCE TO VALIDATE TARGETED LEARNIGN HAS BEEN ACHIEVED
                                                2. 3)PLAN LEARNING EXPERIENCES AND INSTRUCTIONS
                                                  1. PLAN MOST APPROPIATE LESSONS
                                                    1. LEARNING AC TIVITIES
                                                      1. TRANSFER MEANING AND ACQUISITION
                                                        1. ENSURE THREE GOALS ARE ADRESSED IN INSTRUCTION
                                                          1. TRANSFER MEANING AND ACQUISITION
                                                            1. PRESENTING INFORMATION
                                                              1. MODELING BASIC SKILLS FOR ACQUISITION NOT EXTENDING LESSONS
                                                3. Cibergrafia:http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf
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