Differentiated Instructions and Understanding by Design

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by jimanna
Last updated 6 years ago

Language Arts
Reading Comprehension

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Differentiated Instructions and Understanding by Design

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Differentiated Instruction + UNDERSTANDING by DESIGN Chapters 1-2

DIFFERENTIAL INSTRUCTION:*An Instructional Design Model *The"whom, where ' how"of Teaching-effective learning for varied individuals -processes ' procedures taught by teachers-differentiating quality curriculum

UNDERSTANDING BY DESIGN:*A Curriculum Design Model*The "what ' how" of Teaching-what evidence to collect through assessment -what to teach due to assessment results -how to teach curriculum in ways students gain understanding

Carol Ann Tomlinson

Jay Mc Tighe




...delevop varied pathways of teaching and learning so that the potentials of many different learners can be realized (McTighe, Jay p22)

*Understanding by Design has established key principles (axioms) through practice and experience. *Corollaries are statements that follow each principle. These statements demonstrate the way Differential instruction works to ensure that each student will have access to and support for success with the axioms (McTighe, Jay Differentiated Instruction + Understanding by Design, p3).

Axiom 6: Teachers, students, and districts benefit by "working smarter" and using technology and other vehicles to collabratively design, share, and critique units of study.

Axiom 1: The primary goal of of quality curriculum design is to develop and deepen student understanding.

Axiom 2: Evidence of student understanding is revealed when students apply (transfer) knowledge in authentic contexts.

Axiom 7: UbD is a way of thinking, not a program. Educatortos adapt its tools and materials with the goal of promoting better understanding.

Axiom 5: Teacher provide students opportunities to explore, interpret, apply, shift perspectives, emphasize, and self-assess.

Axiom 3: Effective curriculum development following the principles of backward design helps avoid the twin problems of textbook coverage and acivity-oriented teaching in which no clear priorities and purposes are apparent.

Axiom 4: ...Regular review of student results (achievement) should be followed by needed adjustments to curriculum and instruction.



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