Understanding By Design

By J. Schmitt. 2016

1,472 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d6107aa70fe2cf84d1485ed0e5cc07902bd2e087

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Citations in the corpus

Designing for deeper learning in a blended computer science course for middle school students (2015, methodology): “These ideas were used to outline more detailed learning goals, in accordance with the Understanding by Design framework (Wiggins & McTighe, 2005).”
Team-Based Learning Practices and Principles in Comparison with Cooperative Learning and Problem-Based Learning. (2014, methodology): “The key to identifying what will be significant to students is using “backwards design” (Wiggins & McTighe, 1998).”
Beyond Interpersonal Competence: Teaching and Learning Professional Skills in Sustainability (2017, methodology): “In designing the course, we drew on concepts such as “constructive alignment” and “backward design” [50,51].”
Differentiated instruction: are Hong Kong in-service teachers ready? (2016, background): “DI is founded on constructivist approach (i.e. Bruner, 1960; Brooks & Brooks, 1993; Dewey, 1910; Erickson, 1998; Piaget, 1969; Wiggins & McTighe, 1998), emphasising students as active learners who ‘create their own knowledge based on interactions with their environment including their interactions…”
Models for early prediction of at-risk students in a course using standards-based grading (2016, methodology): “This ties back to the main goals of backward design (Wiggins & McTighe,1998) and standards-based grading (Atwood & Siniawski, 2014).”
Differentiated instruction: Hong Kong prospective teachers’ teaching efficacy and beliefs (2016, background): “On the basis of constructivist approach (i.e. Brooks & Brooks, 1993; Bruner, 1960; Dewey, 1910; Erickson, 1998; as well as Wiggins & McTighe, 1998; Piaget, 1969), differentiated instruction aims to address the diverse needs of individual learners (Hall, 2002; Hall, Strangman, & Meyer, 2003;…”
Envisioning AI for K-12: What Should Every Child Know about AI? (2019, unknown): “To frame the guidelines we’re developing, we have defined what we think are the “big ideas” (Wiggins and McTighe 2005) in AI that every student should know.”
The student well-being model: a conceptual framework for the development of student well-being indicators (2014, background): “…is not a solitary endeavour; educational experiences integrate the expertise of students, teachers, peers, and community members and are typically focused around developing ‘enduring understanding’ through engagement with and critical reflection upon essential questions (Wiggins & McTighe, 2005).”