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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 authors present a compelling argument for using the same approach to reach a grand goal: the reform of schooling as a whole. In their view, reform rests on six pillars: (1) a relentless focus on the long-term mission of school: enabling learners to demonstrate understanding and mature habits of mind; (2) a curriculum and assessment framework that honors the mission and ensures that content coverage is no longer the accepted approach to instruction; (3) a set of principles of learning that support all decisions about pedagogy and planning; (4) Structures, policies, job descriptions, practices, and use of resources consistent with mission and learning principles; (5) an overall strategy that includes ongoing feedback and adjustment; and (6) a set of tactics linked to strategy, including a planning process that uses backward design to accomplish the key work of reform. Practical, insightful and provocative, Schooling by Design elaborates on each of these elements and presents educators with both the rationale and the methodology for closing the gap between what we say we want from school and what school actually delivers--for turning vision into reality.
- Sales Rank: #36608 in Books
- Published on: 2007-07-15
- Original language: English
- Number of items: 1
- Dimensions: 10.95" h x .70" w x 8.47" l, 1.56 pounds
- Binding: Paperback
- 287 pages
From the Inside Flap
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 authors present a compelling argument for using the same approach to reach a grand goal: the reform of schooling as a whole. In their view, reform rests on six pillars:: (1) a relentless focus on the long-term mission of school: enabling learners to demonstrate understanding and mature habits of mind; (2) a curriculum and assessment framework that honors the mission and ensures that content coverage is no longer the accepted approach to instruction; (3) a set of principles of learning that support all decisions about pedagogy and planning; (4) structures, policies, job descriptions, practices, and use of resources consistent with mission and learning principles; (5) An overall strategy that includes ongoing feedback and adjustment; and (6) aA set of tactics linked to strategy, including a planning process that uses backward design to accomplish the key work of reform.
Practical, insightful and provocative, Schooling by Design elaborates on each of these elements and presents educators with both the rationale and the methodology for closing the gap between what we say we want from school and what school actually delivers--for turning vision into reality.
About the Author
GRANT P. WIGGINS is the president and director of programs for the Center on Learning, Assessment, and School Structure (CLASS), a nonprofit educational research and consulting organization in Pennington, New Jersey.
Jay McTighe brings a wealth of experience developed during a rich and varied career in education. He served as director of the Maryland Assessment Consortium, a state collaboration of school districts working together to develop and share formative performance assessments. Prior to this position, Jay was involved with school improvement projects at the Maryland State Department of Education where he directed the development of the Instructional Framework, a multimedia database on teaching. Jay is well known for his work with thinking skills, having coordinated statewide efforts to develop instructional strategies, curriculum models, and assessment procedures for improving the quality of student thinking. In addition to his work at the state level, Jay has experience at the district level in Prince George's County, Maryland, as a classroom teacher, resource specialist, and program coordinator. He also directed a state residential enrichment program for gifted and talented students.
Most helpful customer reviews
3 of 4 people found the following review helpful.
Excellent book for awesome outcomes, for all K-12 leaders!
By Matthew Sharp
A clear road map to reform your school from the mission statement to creating optimal teaching, instruction and curriculum. The application of this book can increase test scores while spreading positive climate. Many real ideas for applications are given and the old classic criticisms against change are addressed. Want sustainable second order change? Yes? Than share and read this book with your leadership team/collegues.
1 of 2 people found the following review helpful.
This may challenge your ideas about education.
By Philip D. Parrish
I read this for one of my college education classes, and it totally changed some of my paradigms for understanding the nature and purpose of education. The ideas in this book will remain with me throughout my career as an educator.
0 of 1 people found the following review helpful.
interesting and easy to read
By Amber L. Tottingham
the book has served its purpose... easy and quick read... the ideas are not rocket science, but the realistic need for them seems to be difficult for many school districts
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