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What is Enduring Understanding

Chapter 2
Educational Reform and International Baccalaureate in the Asia-Pacific
The specific inferences, based on big ideas, that have lasting value beyond the classroom. In thinking about the enduring understandings for a unit or course, teachers are encouraged to ask, “What do we want students to understand and be able to use several years from now after they have forgotten the details?”
Published in Chapter:
A Re-Evaluation of Backward Design in Goal Setting, Assessment and Instruction Planning in International Baccalaureate
Hyeon-Suk Kang (Kyungpook National University, South Korea) and Kang-Ye Na (Kyungpook National University, South Korea)
Copyright: © 2021 |Pages: 19
DOI: 10.4018/978-1-7998-5107-3.ch002
Abstract
Much research in the field of International Baccalaureate (IB) education has focused on the strengths and weaknesses of this innovative system of education. In contrast, this chapter aims to return the discussion to the more fundamental aspects of IB by considering more deeply the issue of “backward design” and its relevance to the IB in the Korean and Asian contexts. The backward design consists of a) setting goals for learning, b) designing evaluation criteria to assess mastery of the course materials, and c) planning of the instruction in order to attain the learning goals.
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