Incorporating best practices of curriculum design to plan an early complex societies unit for a high school world history class using the understanding by design framework
While many people can design curriculum, designing curriculum that includes important research-based principles is difficult, but worthwhile. Ultimately it improves both teaching and learning. This capstone explores the process and outcome of creating a world history unit that reflects best practice using the UbD model as a framework. How people learn history (Bransford, Brown, & Cocking, 2000), a synthesis of the past thirty years of research on learning, and other sources provide key insights into how to improve teaching and learning. Teaching for understanding helps students make sense of the facts and ideas they encounter in world history and other subject areas. Various templates and other tools from Understanding by Design, developed by Jay McTighe and Grant Wiggins (2005), were utilized to integrate these important, but complex principles into curriculum design.
Emison, Lisa L., "Incorporating best practices of curriculum design to plan an early complex societies unit for a high school world history class using the understanding by design framework" (2007). School of Education Student Capstone Theses and Dissertations. 1989.