Integrating Differentiated Instruction and Understanding by Design
Connecting Content and Kids
Published on 15. April 2013
Book
Paperback/Softback
216 pages
978-0-13-338829-9 (ISBN)
Description
Discover how two of education's most powerful frameworks can team up to provide your school with a comprehensive and in-depth approach to ensure all students are learning at maximum levels. The leading experts on Differentiated Instruction and Understanding by Design explain how to connect these two approaches and use their combined power to:
Meet content standards and prepare for high-stakes tests while providing students with multiple learning pathways.
Use the backward design approach to develop curriculum units and lessons that can be differentiated in response to students' different readiness levels, abilities, and learning styles.
Combine drill and practice with differentiated performance tasks to inspire understanding of content.
Create a fair, criterion-referenced assessment approach that supports standards and differentiation.
Find out how a curriculum built on the goal of student understanding, integrated with instructional approaches that emphasize reaching every learner, can provide teachers with more specific teaching targets and more flexible ways to reach them.
Meet content standards and prepare for high-stakes tests while providing students with multiple learning pathways.
Use the backward design approach to develop curriculum units and lessons that can be differentiated in response to students' different readiness levels, abilities, and learning styles.
Combine drill and practice with differentiated performance tasks to inspire understanding of content.
Create a fair, criterion-referenced assessment approach that supports standards and differentiation.
Find out how a curriculum built on the goal of student understanding, integrated with instructional approaches that emphasize reaching every learner, can provide teachers with more specific teaching targets and more flexible ways to reach them.
More details
Persons
Carol Ann Tomlinson's career as an educator includes 21 years as a public school teacher, 12 years as a program administrator of special services for struggling and advanced learners. She was Virginia's Teacher of the Year in 1974. More recently, she has been a faculty member at the University of Virginia's Curry School of Education, where she is currently William Clay Parrish Jr. Professor and Chair of Educational Leadership, Foundations, and Policy. Also at UVa., she is Co-Director of the University's Institutes on Academic Diversity. She was named Outstanding Professor at Curry School of Education in 2004 and received an All University Teaching Award in 2008. Special interests throughout her career have included curriculum and instruction for struggling and advanced learners, effective instruction in heterogeneous settings, and encouraging creative and critical thinking in the classroom.
Carol is a reviewer for eight journals and is author of over 200 articles, book chapters, books, and other professional development materials. For ASCD, she has authored several books including How to Differentiate Instruction in Mixed-ability Classrooms and The Differentiated Classroom: Responding to the Needs of all Learners and professional inquiry kit on differentiation. Carol's books on differentiation have been translated into 12 languages. She works throughout the U. S. and abroad with teachers whose goal is to develop more responsive heterogeneous classrooms.
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.
Jay is an accomplished author, having coauthored 10 books, including the best-selling Understanding by Design series with Grant Wiggins. He has written more than 30 articles and book chapters, and has published in leading journals, including Educational Leadership (ASCD) and The Developer (National Staff Development Council).
Jay received his undergraduate degree from the College of William and Mary, earned his master's degree from the University of Maryland, and completed post-graduate studies at the Johns Hopkins University. He was selected to participate in the Educational Policy Fellowship Program through the Institute for Educational Leadership in Washington, D.C., and served as a member of the National Assessment Forum, a coalition of education and civil rights organizations advocating reforms in national, state, and local assessment policies and practices. Jay has an extensive background in professional development and is a regular speaker at national, state, and district conferences and workshops.
Carol is a reviewer for eight journals and is author of over 200 articles, book chapters, books, and other professional development materials. For ASCD, she has authored several books including How to Differentiate Instruction in Mixed-ability Classrooms and The Differentiated Classroom: Responding to the Needs of all Learners and professional inquiry kit on differentiation. Carol's books on differentiation have been translated into 12 languages. She works throughout the U. S. and abroad with teachers whose goal is to develop more responsive heterogeneous classrooms.
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.
Jay is an accomplished author, having coauthored 10 books, including the best-selling Understanding by Design series with Grant Wiggins. He has written more than 30 articles and book chapters, and has published in leading journals, including Educational Leadership (ASCD) and The Developer (National Staff Development Council).
Jay received his undergraduate degree from the College of William and Mary, earned his master's degree from the University of Maryland, and completed post-graduate studies at the Johns Hopkins University. He was selected to participate in the Educational Policy Fellowship Program through the Institute for Educational Leadership in Washington, D.C., and served as a member of the National Assessment Forum, a coalition of education and civil rights organizations advocating reforms in national, state, and local assessment policies and practices. Jay has an extensive background in professional development and is a regular speaker at national, state, and district conferences and workshops.
Content
Chapter 1: UbD and DI: An Essential Partnership
Chapter 2: What Really Matters in Teaching? (The Students)
Chapter 3: What Really Matters in Learning? (Content)
Chapter 4: What Really Matters in Planning for Student Success?
Chapter 5: Considering Evidence of Learning in Diverse Classrooms
Chapter 6: Responsive Teaching with UbD in Academically Diverse Classrooms
Chapter 7: Teaching for Understanding in Academically Diverse Classrooms
Chapter 8: Grading and Reporting Achievement
Chapter 9: Bringing It All Together: Curriculum and Instruction Through the Lens of UbD and DI
Chapter 10: Moving Forward to Integrate UbD and DI
Chapter 2: What Really Matters in Teaching? (The Students)
Chapter 3: What Really Matters in Learning? (Content)
Chapter 4: What Really Matters in Planning for Student Success?
Chapter 5: Considering Evidence of Learning in Diverse Classrooms
Chapter 6: Responsive Teaching with UbD in Academically Diverse Classrooms
Chapter 7: Teaching for Understanding in Academically Diverse Classrooms
Chapter 8: Grading and Reporting Achievement
Chapter 9: Bringing It All Together: Curriculum and Instruction Through the Lens of UbD and DI
Chapter 10: Moving Forward to Integrate UbD and DI