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Understanding by Design, or UbD, is a tool utilized for educational planning focused on "teaching for understanding" advocated by Jay McTighe and Grant Wiggins in their ''Understanding by Design'' (1998), published by the Association for Supervision and Curriculum Development.〔(nd) (Authentic Education ). GrantWiggins.Org. Retrieved 6/7/07.〕〔(Learn More ). Understanding by Design website. Retrieved 6/7/10.〕 The emphasis of UbD is on "backward design", the practice of looking at the outcomes in order to design curriculum units, performance assessments, and classroom instruction.〔Reed, J. (nd) "Education book reviews: McTighe, Jay & Wiggins, Grant (2005). Understanding by Design. Second Edition. Alexandria, Virginia: Association for Supervision and Curriculum Development." Missouri State University. Retrieved 6/5/07.〕 "Understanding by Design" and "UbD" are registered trademarks of the Association for Supervision and Curriculum Development ("ASCD"). According to Wiggins, "The potential of UbD for curricular improvement has struck a chord in American education. Over 250,000 educators own the book. Over 30,000 Handbooks are in use. More than 150 University education classes use the book as a text."〔 As defined by Wiggins and McTighe, Understanding by Design is a "framework for designing curriculum units, performance assessments, and instruction that lead your students to deep understanding of the content you teach,"〔Wiggins, G. and McTighe, J. (nd) (Understanding by Design: A brief introduction ). Center for Technology & School Change at Teachers College, Columbia University. Retrieved 6/7/07.〕 UbD expands on "six facets of understanding", which include students being able to explain, interpret, apply, have perspective, empathize, and have self-knowledge about a given topic.〔(nd) (Topic 3: Developing Goals and Objectives: Class Notes: Six Facets of Understanding. ) Foothill De Anza Community College District. Retrieved 6/7/07.〕 ==Backward design== (詳細はTeachers, according to UbD proponents, traditionally start curriculum planning with activities and textbooks instead of identifying classroom learning goals and planning towards that goal. In backward design, the teacher starts with classroom outcomes and then plans the curriculum, choosing activities and materials that help determine student ability and foster student learning.〔Hammond, G. (nd) (Multiple methods of assessment ). Red River College. Retrieved 6/7/07.〕 The Backward design approach is developed in three stages. Stage 1 starts with educators identifying the desired results of their students by establishing the overall goal of the lessons by using content standards, common core or state standards. In addition, UbD's stage 1 defines "Students will understand that..." and lists essential questions that will guide the learner to understanding. Stage 1 also focuses on identifying "what students will know" and most importantly "what students will be able to do". Stage 2 focuses on evidence of learning by assessment. Teachers plan performance tasks and evidence of understanding. Performance tasks determine what the students will demonstrate in the unit and what evidence will prove their understanding. This can include self-reflections and self-assessments on learning. Lastly, stage 3 lists the learning activities that will lead students to your desired results. 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Understanding by Design」の詳細全文を読む スポンサード リンク
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