Sublime

this: How do we make itmore likely—by our design—that more students really understand what they areasked to learn?

One meaninginvolves important questions that recur throughout all our lives.

what is at stake is the whole design: Is it clear to students that their jobis inquiry?

2. It is likely that familiar and favorite activities and projects will have to befurther modified in light of the evidence needed for assessing targeted standards.

What instructional strategies will be most effective in helping usreach our targets?

such “big ideas” have an unusual characteristic: They generatenew knowledge in the field while also being helpful to novice learners.

The role of the textbook may shift from being the primary resource tobeing a support.

Framing the big ideas in terms of what we want the learner to come to understand about them turns out to be critical to good design work.

The argument for backwarddesign is predicated on the viewthat we are not likely to achieveour target of understanding—however we define the term—unlesswe are clear about what counts as evidence of that understanding.And