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Integrating Differentiated Instruction & Understanding by Design: Connecting Content and Kids 1st Edition

4.2 out of 5 stars 61 customer reviews
ISBN-13: 978-1416602842
ISBN-10: 1416602844
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  • Integrating Differentiated Instruction & Understanding by Design: Connecting Content and Kids
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Editorial Reviews

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

From the Back Cover

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 the 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, 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 effective teaching and learning.

--This text refers to an alternate Paperback edition.
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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: 7.1 x 0.4 x 9 inches
  • Shipping Weight: 8.8 ounces (View shipping rates and policies)
  • Average Customer Review: 4.2 out of 5 stars  See all reviews (61 customer reviews)
  • Amazon Best Sellers Rank: #15,065 in Books (See Top 100 in Books)

Customer Reviews

Top Customer Reviews

By Timothy Haugh VINE VOICE on June 24, 2006
Format: Paperback
Each well-known separately in educational circles--McTighe as one of the developers of UbD and Tomlinson as the guru of differentiated instruction--they have come together to write a book that is an attempt to meld their philosophies. In that, they are at best partially successful.

Though I am a supporter of much of the work of both of these authors, I found little new here that hasn't been said better elsewhere. On top of that, I didn't really find this book to be a melding of their ideas. It was more an experience of two people explaining their own thing in alternate stretches of prose with only a modest attempt at linking them together.

For someone not familiar with either author's earlier work, this could be a valuable introduction. On the other hand, I would point a reader to their individual work before suggesting this one.
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I bought this book because it is the required text for a grad class I am taking, but it is one of the best "required texts" I have had in any course.

I already am familiar with Differentiated Instruction and Understanding by Design, but I found the way they are showing the correlation between the two to be very useful.

The authors don't try to impress the reader with their extensive vocabulary, but rather they explain their ideas in clear concise language. Since I have usually had a long day of teaching before I sit down to tackle the assignment, it is wonderful to have a book that is not a chore to read.

Thanks for a great text!
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Format: Paperback
I had to purchase this book for a grad class, and wasn't able to make it through more than a few pages at a time. The concepts behind Understanding by Design and Differentiated Instruction really aren't that hard to grasp; in fact, I think I sufficiently summed it all up to a friend in about 10 seconds, so I fail to see the need for 175 pages on it. It gets redundant by the second chapter, and they spend far too much time expounding on why UBD and DI are so necessary, rather than actually giving you helpful advice on how to implement them.
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Format: Kindle Edition Verified Purchase
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.
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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.
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Format: Paperback
"Integrating Differentiated Instruction and Understanding by Design" is a text that describes one strategy for teachers to implement effective teaching strategies and aligned assessment. The text discusses ways that teachers can plan units and lessons that align standards, objectives, activities, and assessments. The text further explains how to write essential questions for each subject area, differentiate your instruction effectively, and accommodate for diverse classrooms.

This text is great for pre-service and in-service teachers as it was one method that covers the topics that all my MAT classes have discussed in my first semester of my master's program. The text is also written in a clear and concise manner that is easy to understand. As well as the text is supplemented with clear graphic organizers that clarify the written text and point to the important information. The text has a lot of content specific jargon and is thus best for professionals or persons training to be a professional in this field.

This text is one that, as I prepare to write units and more lessons, I will continue to refer back to for guidance. In all honesty, I will never use all strategies listed in this text, but there is a lot of beneficial information that I will be using in the near future.
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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.
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As a professional educator who is interested in curriculum development and student success, I couldn't put this book down! Tomlinson an McTighe are both experts on their perspective topics of differentiation and assessment, so the pairing of these two made for informative reading. We want to reach every student to the point that they understand the essential learnings, and these two make numerous practical suggestions so that practitioners in the field can better design and implement plans for reaching students' needs, which would naturally lead to academic improvement.
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