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

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From the Inside Flap

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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About the Author

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. 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 level.

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Product details

Paperback: 199 pages

Publisher: Assoc for Supervision and Curriculum Development; 1st edition (2006)

Language: English

ISBN-10: 1416602844

ISBN-13: 978-1416602842

Product Dimensions:

7 x 0.5 x 8.8 inches

Shipping Weight: 8.8 ounces (View shipping rates and policies)

Average Customer Review:

4.3 out of 5 stars

74 customer reviews

Amazon Best Sellers Rank:

#84,487 in Books (See Top 100 in Books)

If you're looking for strategies and activities for integrating differentiated instruction, look no further! This book has anything and every thing that you need. From situations, learner differences, and specified activities tailored towards grade level this book provides light and ideas when you just don't know what to do.

I found this repetitive. I purchased it for a course.

I purchased this book for a teacher education class I was taking in the Spring of 2012. I don't know any other way of saying this, but: THIS BOOK IS A MUST FOR ALL TEACHERS AND THOSE PREPARING TO BECOME TEACHERS. This book will help you navigate the often challenging and frustrating world of lesson and curriculum planning so that your plans will actually be ones of substance and ensure student learning and retention of material.If I had this for my semester of student teaching, I firmly believe that it would have been that much easier.

Great way to combine UbD and differentiated instruction for the student's needs.Ch. 9 says it all. The struggle of theory and practice doesn't have to be a battle. It can work, just have to understand the impact on what each individual student needs to learn.

Arrived as described.

A really good text book. It is easy to read, and I am currently reading it in conjunction with student teaching. It holds many, many good ideas for better teaching and simplifies some theories that I've been hearing about during my schooling.

I purchased this for my graduate degree work. It was a 4 hour credit course on lesson design. If you need help planning lessons that fit your state's standards, this I the book for you! It became my major source for lesson design.

An educator's delight! Straightforward, thoughtful, user-friendly while intellectually juicy.

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