home

ü Is a recursive process, not a prescriptive program or instructional model; ü Looks at instructional design from a “results” orientation; ü Provides design tools and templates; ü Provides design standards; ü Targets achievement through a “backward design” process that focuses on assessment first and relevant instructional activities last; ü Challenging professional work that requires self-assessment and reflection concerning classroom practice; ü Is not opposed to content standards or traditional testing and grading; ü Expects us to establish spirals of learning where students use and reconsider ideas and skill – vs. a linear scope and sequence; ü Requires thoughtful reflection upon the use and warrant of knowledge; ü Asks us to think of curriculum in terms of desired “performances of understanding” and then “plan backwards” to identify needed concepts and skills. || || The lessons on this site were designed by students in the University of Louisville's summer course offered through the College of Education and Human Development titled, "Designing a Technology Rich Curricula". Lisa Johnson, instructor.
 * Understanding by Design **
 * ü Helps us to design instruction that promotes understanding and student engagement;
 * = [] ||= University of Louisville College of Education & Human Development ||