Twin Faults of Design: Two Common Design Mistakes
What is this book about?
Readers of this book
Key Terms
What This Book Covers and Doesn't Cover
Useful notes and comments

Chapter 1: Backward Design: Developing a Curriculum with Backward Thinking
Why 'Backward' is Best / The Twin Sins of Traditional Design: Activity and Coverage / The Three Phases of Backward Design / Backward Design Templates / Design Criteria / Design Tools / Backward Design in Practice with Bob James / Comments on the Design Process / Preliminary Review

Chapter 2: Understanding Understanding
Understanding as meaningful inference / Understanding as transferability / Understanding as a noun / Expert blind spots / Evidence of understanding / Students' misunderstandings and what we can learn from them

Chapter 3 Clarifying Goals
The Criteria Exercise / Clarifying Your Criteria / What Exactly Are the Main Ideas and Key Tasks / A Prioritization Structure / More Tips for Finding the Main Idea / The Teacher's New Clothes: The Teacher Who Became the Naked King (Invisible to Children) / Organizing Goals in Light of Transfer Tasks / Summary / A Case Study of Backward Design in Practice with Bob James

Chapter 4 Six Aspects of Understanding
Aspect 1: Description / Aspect 2: Interpretation / Aspect 3: Application / Aspect 4: Perspective / Aspect 5: Empathy / Aspect 6: Self-Knowledge / Key Implications of the Six Aspects for Teaching and Learning

Chapter 5: Essential Questions: Gateways to Understanding
Questions: A Guide to Key Ideas / What Makes a Question Essential: Core Exploratory Questions / Essential Questions in Functional Areas / Restricted vs. Inclusive Essential Questions / A Refinement of Essential Questions / Essential Questions: Emphasizing Both Restricted and Inclusive / Tips for Creating Essential Questions / Tips for Using Essential Questions / The Importance of Framed Questions Around Open Questions / Looking Ahead / A Case Study of Backward Design in Practice with Bob James

Chapter 6: Refining Your Understanding
Distinguishing the Characteristics of Understanding / Understanding Defined / Limited and Inclusive Understanding / Understanding vs. Factual Knowledge / Understanding in Function / Content Standards and Understanding / Tips for Identifying and Constructing Understanding / Understanding and Developmental Issues / Returning to the Pythagorean Theorem / Understanding as a Goal / Recognizing Predictable Misunderstandings / Understanding That There May Be No Unique Understanding / Fallibility and the Plurality of Understanding / Summary / A Case Study of Backward Design in Practice with Bob James

Chapter 7: Thinking Like an Evaluator
Three Foundational Questions / Unnatural Processes / From Snapshots to Scrapbooks / True Performance: Needs, Not Ornaments / Designing for Problems, Not Just Repetitive Exercises / Structuring Performance Tasks Using GRASPS / Examples of Performance Tasks / Using the Six Aspects as a Blueprint for Evaluation / Using Essential Questions for Evaluation / Completing the Evidence / Looking Ahead / Backward Design in Practice with Bob James

Chapter 8 Evaluation Criteria and Validity
The Need for Criteria / From Criteria to Rubrics / Rubrics for Assessing Understanding / Backward Design from Criteria and Rubrics / Aspects and Criteria / Designing and Elaborating Rubrics Based on Student Activity / The Challenge of Validity / Backward Design for Help / Reliability: Our Beliefs in Patterns / General Guidelines / Before Concluding

Chapter 9 Learning Plan
Best Design: Engaging and Effective Design / Characteristics of Best Design / Components of WHERETO in Lesson Planning / W - Unit Direction and Purpose / H - Attention and Sustaining Interest / E - Explore, Experience, Enable, and Prepare / R - Reflect, Rethink, and Revise / E - Evaluate Work and Progress / T - Tailoring to Learners and Individualizing Work for Each Individual / O - Organizing and Sequencing Content for Effective Learning: Organizing for Optimal Effectiveness / Tips for Integrating Design Elements into a Strong Whole / Backward Design in Practice with Bob James / Next Questions

Chapter 10: Teaching for Understanding
Superficial versus deep teaching / Textbooks and teaching for understanding / The teacher's crucial role: designing the right experiences / Deep teaching: diving into the curriculum's processes and arguments / Beyond oversimplification: questioning past and present understandings / Thinking more intentionally about when and how to teach / Returning to the nutrition unit / Recognizing the self-deceptions that arise from habit and comfort / Linking teaching styles to content styles / Timing is crucial / The need for more formative assessment / Understanding and using knowledge and skills / Looking ahead / A case study of backward design in practice with Bob James

Chapter 11 Design Process and Procedures
Gateway to Design / Revising Current Designs / Standards, Not Recipes / Unavoidable Dilemmas in Design / Advice for Overcoming Dilemmas / Making Adjustments

Chapter 12: The Big Picture: UbD as a Curriculum Framework
How big is big? / Essential questions as the basis for courses and programs / Cross-disciplinary questions / Curriculum formation with performance tasks / From performance tasks to rubrics / Applying scope and sequence to the curriculum for understanding / The logic of content and the logic of understanding content / Rethinking scope and sequence / Asking questions and drawing attention to motivate / Spiral curriculum / Towards a better syllabus

Chapter 13: Misunderstanding and Understanding: "Yes, but..."
Misconception 1: 'That's right, but... ... we have to teach to the test.' / Misconception 2: 'That's right, but... ... we have too much to teach.' / Misconception 3: 'That's right, but... ... this task is too hard.
And there just isn't time.' / Conclusion / Review / Improving Efforts Through Collaboration / Putting What You Say into Practice

Appendix: 6-page template
Americas
Glossary of Terms

First, the introduction section provides detailed instructions on how to use this book.
Therefore, before reading this book, I recommend that readers first read this section, which introduces the overall content of the book.
Next, Chapter 1 provides an overview of the overall backward design.
Chapter 2 is about 'understanding understanding properly', which is the ultimate goal of this design method.
Here, we explain meaningful inference, transferability, and understanding as a noun as the essence of understanding.
It is expected that this will broaden our perspective on what we already know.
Chapter 3 is where the design goals are explained more clearly.
Understanding of the established objectives, main ideas, essential inquiry questions, knowledge and skills, and their relevance to standards are discussed.
Chapter 4 introduces six aspects of understanding in detail.
Chapter 5 discusses the core inquiry questions as essential questions that serve as gateways to understanding.
Chapter 6 explores understanding in more detail, discussing the characteristics and differences between comprehensive and limited understanding, deep and superficial understanding.
Chapter 7 focuses on the changing role of designers, namely, the role of evaluator, in line with the changing design method.
Chapter 8 addresses the issues of evaluation criteria and validity.
Chapter 9 discusses the problem of lesson planning, and Chapter 10 discusses the problem of lesson planning.
Chapter 11 examines the overall design process and focuses on differences from existing design methods.
Chapter 12 provides an overview of UbD as a framework for the curriculum.
Finally, Chapter 13 cautions the reader against misunderstandings and misunderstandings about the design approach.