WorldCat Identities

McTighe, Jay

Overview
Works: 97 works in 313 publications in 4 languages and 19,795 library holdings
Genres: Educational films  Handbooks and manuals  Documentary films  Nonfiction films  Methods (Music) 
Roles: Author, Commentator, Consultant
Publication Timeline
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Most widely held works by Jay McTighe
Understanding by design by Grant P Wiggins( Book )

50 editions published between 1998 and 2008 in 3 languages and held by 2,827 WorldCat member libraries worldwide

What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today s high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K 16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, Understanding by Design, 2nd edition, offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike
Assessing student outcomes : performance assessment using the dimensions of learning model by Robert J Marzano( Book )

11 editions published between 1993 and 2002 in English and Arabic and held by 936 WorldCat member libraries worldwide

The authors provide a brief introduction to the Dimensions of Learning instructional model and then explain how it relates to lifelong learning standards and the content standards developed for mathematics, science, and other subjects. They include numerous examples of performance tasks that help students meet the standards by requiring them to actively construct knowledge for themselves. Teachers will especially appreciate the book's many rubrics, which are four-point scales that teachers can use not only to assess student performance on various tasks related to the five dimensions of learning, but also to provide descriptive feedback that can help students improve their performance. The book is printed in an 8" x 10" format so readers can easily photocopy the rubrics and blank assessment forms in Part Two of the book
Scoring rubrics in the classroom : using performance criteria for assessing and improving student performance by Judith A Arter( Book )

7 editions published between 2001 and 2005 in English and German and held by 793 WorldCat member libraries worldwide

The understanding by design guide to creating high-quality units by Grant P Wiggins( Book )

12 editions published in 2011 in English and held by 296 WorldCat member libraries worldwide

This guide is intended for K-16 educators either individuals or groups who may have received some training in Understanding by Design and want to continue their work independently; those who've read Understanding by Design and want to design curriculum units but have no access to formal training; graduate and undergraduate students in university curriculum courses; and school and district administrators, curriculum directors, and others who facilitate Understanding by Design work with staff. Users can go through the modules in sequence or skip around, depending on their previous experience with UbD and their preferred curriculum design style or approach. Unit creation, planning, and adaptation are easier than ever with the accompanying downloadable resources, including the Understanding by Design template set up as a fillable PDF form, additional worksheets, examples, and FAQs about the module topics that speak to Understanding by Design novices and veterans alike
Understanding by design handbook by Jay McTighe( Book )

4 editions published in 1999 in English and held by 264 WorldCat member libraries worldwide

"What is understanding, and how does it differ from knowing? How will we know that students truly understand and can apply their knowledge in meaningful ways? How might we design our courses and units to emphasize understanding and 'uncoverage' rather than 'coverage'? These are questions that The Understanding by Design Handbook guides users in answering. The handbook is the companion book to Understanding by Design (ASCD, 1998). Understanding by Design provides the conceptual foundation for a theory of understanding that is based on six facets of understanding. The handbook offers the practical side: a unit planning template, worksheets, exercises, design tools, design standards and tests, and a peer review process for learning and applying the ideas in Understanding by Design. Following the logic of the authors' backward design approach, handbook materials show users how to plan curriculum, assessment, and instruction. The handbook was developed to assist educators interested in designing units and courses of study that focus on developing and deepening students' understanding. It is also intended to serve as a resource for undergraduate and graduate-level coursework and in-service professional development. Various users, including teachers (elementary through graduate levels), school-based administrators, curriculum directors, subject matter specialists, staff developers, and assessment-evaluation personnel, will benefit from these practical and proven ideas and resources" -- Back cover
Schooling by design : mission, action, and achievement by Grant P Wiggins( Book )

18 editions published in 2007 in English and held by 238 WorldCat member libraries worldwide

Provides a school reform strategy which focuses on a long-term mission; curriculum and assessment framework; set principles of learning; structures, policies, and staff that follow the mission; ongoing feedback and adjustments; and an effective planning process
Understanding by design( Visual )

4 editions published in 2000 in English and held by 233 WorldCat member libraries worldwide

Experts Grant Wiggins and Jay McTighe explain the six facets of understanding and guide you through the steps of designing curricular units that promote students' deep content understanding. Interviews with teachers describe real-world applications of the unit-planning process. Classroom scenes show how the design process helps improve learning experiences and performance assessments in every grade level. Give teachers and other audiences a fascinating overview of the powerful concepts in Understanding by Design and help them design curriculum units that promote understanding
Assessing learning in the classroom by Jay McTighe( Book )

2 editions published in 2000 in English and held by 227 WorldCat member libraries worldwide

Assessing learning in the classroom : a report from Professional Standards and Practice by Jay McTighe( Book )

5 editions published in 1994 in English and held by 209 WorldCat member libraries worldwide

A variety of methods are examined that teachers from preschool to graduate school levels can use in assessing their students; the common principles underlying classroom assessment are explored. The first principle is that the primary purpose of classroom assessment is to inform teaching and improve learning. A second principle is that multiple sources of information are necessary when assessing learning in the classroom. A third principle of classroom assessment concerns validity, reliability, and fairness. Once these principles are accepted, the selection of particular assessment methods should be based on desired learning outcomes, the purpose of the assessment, and audience for which it is intended. Assessment approaches that might be used include selected response items of the sort presented in multiple-choice, true-false, and matching tests and for performance-based approaches that include constructed responses, product assessment, performances, and process-focused assessment. In addition to making choices about classroom assessment methods, teachers should consider options for evaluating student work and for communicating assessment results. Various scales and reporting processes are discussed. An appendix contains a glossary of classroom assessment terms. (Contains 6 figures and 22 references.) (Sld)
The understanding by design guide to advanced concepts in creating and reviewing units by Grant P Wiggins( Book )

13 editions published in 2012 in English and held by 147 WorldCat member libraries worldwide

"This volume features a set of hands-on modules containing worksheets, models, and self-assessments that are essential for building more polished and powerful units"--
Backward design by Jay McTighe( Visual )

5 editions published between 2011 and 2014 in English and held by 143 WorldCat member libraries worldwide

In this keynote session (from the 13 October 2010, On Excellence in Teaching Summit), Jay McTighe helps participants to understand the three stages of backward design: identify desired results, determine acceptable evidence, plan learning experiences and instruction. In the backward design framework, the ideas of teaching and assessing for understanding are woven into the process of curriculum design. In this framework, the goal is to help learners understand the content identified in standards, using the textbook as a resource, not as a syllabus. Presenter: Jay McTighe
Essential questions( Visual )

3 editions published between 2013 and 2014 in English and held by 142 WorldCat member libraries worldwide

The fastest, easiest way to help teachers unlock the big ideas in your curriculum and unleash your students' thinking skills is to show this new video about incorporating essential questions into instruction. Based on the best-selling ASCD book, Essential Questions: Opening Doors to Student Understanding, authors Jay McTighe and Grant Wiggins explain how essential questions used in daily instruction engage more students in thoughtful learning that promotes deeper understandings in all grade levels and subjects. Classrooms scenes in the video showcase best practices for using essential questions to develop independent learners and foster 21st century skills
Unpacking the Common Core Standards : using the UbD framework( Visual )

2 editions published in 2012 in English and held by 141 WorldCat member libraries worldwide

Grant Wiggins and Jay McTighe, authors of the Understanding by Design (UbD) framework, discuss with a group of teachers and administrators the key concepts of UbD which apply to implementing the Common Core. They explain how to read and interpret the CCSS document and use the UbD template. They also explore how to introduce the CCSS to a district or school using the UbD framework
Assessment for 21st century learning( Visual )

2 editions published in 2010 in English and held by 101 WorldCat member libraries worldwide

Program 2: 21st Century Assessment Principles and Practices Use Program 2 to describe what your school has to do, operationally, to determine what is valuable enough to assess, how to assess authentically, and how to make sure 21st century assessments reinforce key principles of learning. Lots of video examples of assessment products, performances, and projects help you understand how to create assessments that provide a photo album of student achievement and progress, rather than the traditional test-driven snapshot
Leading modern learning : a blueprint for vision-driven schools by Jay McTighe( Book )

5 editions published between 2015 and 2016 in English and held by 38 WorldCat member libraries worldwide

This book helps educators to discover a systemic framework, proven processes, and practical strategies that can be used to achieve a vision for modern learning. The building blocks for creating a curriculum that supports modern learning, an assessment system that captures evidence of 21st century skills, and instruction that aligns with modern learning principles are among the topics discussed
Understanding by Design, Expanded 2nd Edition by Grant P Wiggins( Book )

2 editions published in 2005 in English and held by 0 WorldCat member libraries worldwide

Wiggins and McTighe provide an expanded array of practical tools and strategies for designing curriculum, instruction, and assessments that lead students at all grade levels to genuine understanding
 
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Understanding by design
Alternative Names
Mac Tighe Jay 1949-....

MacTighe Jay 1949-....

Mc Tighe Jay 1949-....

McTighe, Jay

מקטאי, ג'י

מקטאי, ג'יי

맥타이, 제이 1949-

맥타히, 제이 1949-

マクタイ, ジェイ

Languages
English (142)

German (2)

Spanish (1)

Arabic (1)

Covers
Assessing student outcomes : performance assessment using the dimensions of learning modelScoring rubrics in the classroom : using performance criteria for assessing and improving student performanceThe understanding by design guide to creating high-quality unitsUnderstanding by design handbookSchooling by design : mission, action, and achievementAssessing learning in the classroomUnderstanding by Design, Expanded 2nd Edition