Fix the Plan, Not the Teaching

Aligning Curriculum, Instruction, Assessment, and Support
1. Auflage 2026
ISBN: 978-1-041-15347-4
Verlag: Taylor & Francis Ltd

Buch, Englisch, 200 Seiten, Format (B × H): 152 mm x 229 mm

When great teaching doesn't lead to great learning, the problem often lies in fragmented planning—not teacher performance.

This book introduces the Instructional Coherence Model, showing educators how to align curriculum, instruction, assessment, and support into unified learning progressions. It includes ready-to-use templates for immediate classroom implementation, including the Culture of Coherence Rubric and specialized tools that integrate UDL, SEL, and disciplinary practices into daily lesson design. Readers will learn to:

- Design learning journeys that build deep understanding over time

- Connect standards to classroom experiences

- Integrate support systems with the UDL-MTSS Integration Tool

- Implement High-Impact Teaching Strategies (HITS) alongside disciplinary thinking

This isn't another initiative—it's a practical framework for creating educational experiences where every component works together, empowering K-12 educators to shift from improving instruction to designing coherent learning systems that ensure all students succeed.

Zielgruppe

Professional Practice & Development and Professional Training

Autoren/Hrsg.

Anderson, Erma

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Curricula: Planung und Entwicklung

Inhaltsverzeichnis

Part 1: Diagnosing the Disconnect – Why Strong Instruction Isn’t Enough  1. What If It’s Not the Instruction? Rethinking the Plan for Real Learning 2. The Mirage of Good Instruction 3. Designing for Learning, Not Just Delivery  Part 2: Designing for Coherence – From Fragmentation to Framework  4. The Instructional Coherence Model 5. The Learning Plan Why Stage 3 of UbD Is the Engine of Coherence 6. Aligning the What, the How, and the Learner  Part 3: Designing Assessment for Learning  7. Rubrics and Feedback for Growth 8. Designing for Depth – Tasks That Reveal Thinking  Part 4: Inclusive and Responsive Instructional Design  9. Inclusive Design – Planning for Belonging and Variability 10. Data-Informed Design – Using Evidence Without Losing Purpose  Part 5: Sustaining Coherence Through Systems and Culture  11. From Planning to Practice – Building Professional Learning That Supports Coherence 12. From Curriculum Reviews to Instructional Reviews – Reflecting on What We Teach, How We Teach, and Why It Matters 13. Leading with Insight – Systems That Learn 14. Sustaining the Work – Building Cultures That Hold Coherence

Über Autor(innen)

Erma Anderson is an internationally recognized mathematics and science education expert who has transformed teaching practices in over 150 international schools worldwide. She is the lead consultant for Project AERO, has served as an Albert Einstein Distinguished Fellow, and contributed to the National Science Education Standards. She is also a former physics and mathematics teacher.