Strategic Design for Student Achievement Book

''Moody and Stricker are teachers who have worked with educators at all levels and have a proven record of results. Their instructional design approach has the ability to positively impact not only the practice of individual teachers in their classrooms but also district-wide approaches to effective standards-based instruction.''-- Michelle Rhee, Chancellor, District of Columbia Public Schools''This book is an invaluable resource for teachers who grapple with interpreting standards, engaging their students, and integrating personal creativity into their curriculum. Moody and Stricker s user-friendly instructional design process is one that teachers and teachers-in-training will come to rely upon.''-- Deanna Brady, Director, Teacher Education Program, Azusa Pacific University''This extremely useful and insightful resource shows us that standards can actually be teacher-friendly and, when taught using the model of Strategic Design for Student Achievement, are truly empowering.''-- Dawna Countryman, 2007 California Teacher of the YearContent standards have become the central focus of instruction in almost every classroom across the country. This timely book addresses the critical need for a process of instructional design that allows K 12 teachers to maintain their creativity within the increasing pressures of external accountability. Providing practical tools, the ''Strategic Design'' process empowers teachers to examine state content standards, design effective classroom assessments, and deliver engaging instructional strategies. Drawing on the work of Wiggins and McTighe, this book offers a fresh perspective on the backward design process by expanding on their theories of instructional design, as well as those of Richard Stiggins. Grounded in actual classroom practice, this user-friendly book:* Presents a field-tested approach to standards-based instruction that is widely respected by the teachers who have used it.* Supports high-quality and engaging classroom instruction that is founded upon a comprehensive understanding of content standards.* Explains a clear process for designing and delivering instruction in a way that invests both teachers and students.* Draws on current research and theories of instruction, as well as the authors extensive professional development experience with classroom teachers.Read More