Integrating Differentiated Instruction & Understanding by Design: Connecting Content and Kids

Front Cover
ASCD, 2006 - Education - 199 pages
30 Reviews
Teachers struggle every day to bring quality instruction to their students. Beset by lists of content standards and accompanying "high-stakes" accountability tests, many educators sense that both teaching and learning have been redirected in ways that are potentially impoverishing for those who teach and those who learn. Educators need a model that acknowledges the centrality of standards but also ensures that students truly understand content and can apply it in meaningful ways. For many educators, Understanding by Design addresses that need.

Simultaneously, teachers find it increasingly difficult to ignore the diversity of the learners who populate their classrooms. Few teachers find their work effective or satisfying when they simply "serve up" a curriculum--even an elegant one--to students with no regard for their varied learning needs. For many educators, Differentiated Instruction offers a framework for addressing learner variance as a critical component of instructional planning.

In this book the two models converge, providing readers fresh perspectives on two of the greatest contemporary challenges for educators: crafting powerful curriculum in a standards-dominated era and ensuring academic success for the full spectrum of learners. Each model strengthens the other. Understanding by Design is predominantly a curriculum design model that focuses on what we teach. Differentiated Instruction focuses on whom we teach, where we teach, and how we teach. Carol Ann Tomlinson and Jay McTighe show you how to use the principles of backward design and differentiation together to craft lesson plans that will teach essential knowledge and skills for the full spectrum of learners.

Connecting content and kids in meaningful ways is what teachers strive to do every day. In tandem, UbD and DI help educators meet that goal by providing structures, tools, and guidance for developing curriculum and instruction that bring to students the best of what we know about

 

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Review: Integrating Differentiated Instruction and Understanding by Design: Connecting Content and Kids

User Review  - Elisabeth Sepulveda - Goodreads

Clear and practical guidelines for incorporating differentiated instruction in the classroom. Read full review

Review: Integrating Differentiated Instruction and Understanding by Design: Connecting Content and Kids

User Review  - Angela Schaffer - Goodreads

This is a valuable resource. I believe in DI, and what I most like about it is that "it's a way of thinking -- not a program." Read full review

Contents

UbD and DI An Essential Partnership
1
What Really Matters in Teaching? The Students
12
What Really Matters in Learning? Content
24
What Really Matters in Planning for Student Success?
38
Considering Evidence of Learning in Diverse Classrooms
59
Responsive Teaching with UbD in Academically Diverse Classrooms
83
Teaching for Understanding in Academically Diverse Classrooms
108
Grading and Reporting Achievement
128
Bringing It All Together Curriculum and Instruction Through the Lens of UbD and DI
141
Moving Forward to Integrate UbD and DI
166
Appendix
173
References
187
Index
192
About the Authors
196
Copyright

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About the author (2006)

Jay McTighe brings a wealth of experience developed during a rich and varied career in education. He served as director of the Maryland Assessment Consortium, a state collaboration of school districts working together to develop and share formative performance assessments. Prior to this position, Jay was involved with school improvement projects at the Maryland State Department of Education where he directed the development of the Instructional Framework, a multimedia database on teaching. Jay is well known for his work with thinking skills, having coordinated statewide efforts to develop instructional strategies, curriculum models, and assessment procedures for improving the quality of student thinking. In addition to his work at the state level, Jay has experience at the district level in Prince George's County, Maryland, as a classroom teacher, resource specialist, and program coordinator. He also directed a state residential enrichment program for gifted and talented students.

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