Understanding by Design

Autor/inn/en	Sumrall, William; Sumrall, Kristen
Titel	Understanding by Design
Quelle	In: Science and Children, 56 (2018) 1, S.48-54 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8148
Schlagwörter	Elementary School Teachers; Science Teachers; Science Instruction; Lesson Plans; Instructional Design; Academic Standards; Student Educational Objectives; Scientific Concepts; Science Activities; Common Core State Standards; Cooperative Planning; Educational Benefits + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lesson planning; Unterrichtsplanung; Lesson concept; Lessonplan; Unterrichtsentwurf; Common core curriculum; Curriculum; Kerncurriculum; Bildungsertrag
Abstract	Elementary teachers often avoid the struggle of matching a science activity to a specific standard by using a lesson planning process known as Understanding by Design (UBD) (Wiggins and McTighe 2005). A main tenet of the UBD model involves starting at the end rather than at the beginning of the planning process. By starting at the end and visiting "Next Generation Science Standards" ("NGSS") first, teachers know where they want their students' understanding to conclude upon lesson or unit completion. Specifically, what scientific concepts and knowledge based on their grade level is identified before trying to find a fun activity to do. This allows teachers to better guide the students through the lesson and ensures that the standard is being assessed. The paper describes the process that elementary school teachers should take to design science lesson(s) that focus on meeting specific "NGSS" in the lower grades using the UBD approach. (ERIC).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01