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(insight into teaching and learning)

19 2558

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1
(on content priorities and essentials)

(teaching)


(coverage) ?
()


(students learning)
21

21



()

Wiggins Mctighe (2005)

(overload statement problem)

(too-big/too-small statement problem)

(nebulous statement problem)

Wiggins Mctighe

A quantification of this problem may be seen in the research of Marzano and Kendall (1996).1
They reviewed 160 national and state-level standards documents in various subject areas, synthesized the
material to avoid duplication, and identified 255 content standards and 3,968 discrete benchmarks that
1

Marzano, R., & Kendall, J. (1996). A comprehensive guide to designing standards-based districts, schools, and classrooms.

Alexandria, VA: Association for Supervision and Curriculum Development

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delineate what students should know and be able to do. The researchers speculated that if teachers
devoted 30 minutes of instructional time to teach each benchmark (and many would require more than
one-half hour to learn), we would need an additional 15,465 hours (or 9 more school years) for students to
learn them all! This research supports what many teachers have been sayingthere is too much content
and not enough time, especially if the identified knowledge and skills contained in the standards are
viewed as discrete and disconnected. (p. 60-61)

(big question)
?
(essences)

-

1) ?
2)
?
Wiggins Mctighe

The second justification for unpacking content standards in this way comes from research on
learning from cognitive psychology. Consider the following summaries of findings from the book How
People Learn (Bransford, Brown, & Cocking, 2000):2
A key finding in the learning and transfer literature is that organizing information into a conceptual
framework allows for greater transfer. (p. 17)
Learning with understanding is more likely to promote transfer than simply memorizing information
from a text or a lecture. (p. 236)
Experts first seek to develop an understanding of problems, and this often involves thinking in
terms of core concepts or big ideas. Novices knowledge is much less likely to be organized around big
ideas; novices are more likely to approach problems by searching for correct formulas and pat answers that
fit their everyday intuitions. (p. 49) (p. 65)
Wiggins Mctighe (2005)
3

Bransford, J., Brown, A., & Cocking, R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. Washington, DC:

National Research Council.

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1) (essentials that are enduring understanding - big ideas and core tasks)
2) (essentials that are important to know and able to do)
3) (essentials that are worth being
familiar with)
1
(heart wood)
()

(pedagogy)

(horizontal linkage)
(vertical linkage)
1 3

: , , ,

:
,

(
) :

( 2) (
)
(sap wood)


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( 2) (
)
1

: ,

: , -

(outer bark)

()
( 2)
1

1 :
: Wiggins & McTighe (2005), p. 71

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2 :
:

() () /

Streveler, R. A., Smith, K. A., and Pilotte, M. (2012). Aligning Course Content, Assessment, and Delivery:
Creating a Context for OutcomeBased Education. In K. Mohd Yusof, S. Mohammad, N. Ahmad Azli, M.
Noor Hassan, A. Kosnin and S. K, Syed Yusof (Eds.), Outcome Based Education and Engineering
Curriculum: Evaluation, Assessment and Accreditation. Hershey, Pennsylvania: IGI Global
Wiggins, G. and McTighe, J. (2005). Understanding by design: Expanded Second Edition. Alexandria, VA: ASCD
Wiggins, G. and McTighe, J. (2012). UNDERSTANDING BY DESIGN FRAMEWORK, Retrieved May 18, 2015, from
http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf
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