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Jay mctighe books

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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 helped lead Maryland’s standards-based reforms, including the development of performance-based statewide assessments. He also directed the development of the Instructional Framework, a multimedia database on teaching. Well known for his work with thinking skills, Jay has 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 gifte

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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 multi-media 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.

Jay is an accomplished author, having co-authored eleven books, including the bes

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Understanding by Design

Educational planning approach

Understanding by Design, or UbD, is an educational theory for curriculum design of a school subject, where planners look at the desired outcomes at the end of the study in order to design curriculum units, performance assessments, and classroom instruction.[1] UbD is an example of backward design, the practice of looking at the outcomes first, and focuses on teaching to achieve understanding. It is advocated by Jay McTighe and Grant Wiggins (1950-2015)[2] in their Understanding by Design (1998), published by the Association for Supervision and Curriculum Development.[3] Understanding by Design and UbD are registered trademarks of the Association for Supervision and Curriculum Development (ASCD).

Backward design

Main article: Backward design

Understanding by Design relies on what Wiggins and McTighe call "backward design" (also known as "backwards planning"). Teachers, according to UbD proponents, traditionally start curriculum planning with activities and textbooks instead of

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