{"id":10649,"date":"2017-02-26T15:40:52","date_gmt":"2017-02-26T20:40:52","guid":{"rendered":"https:\/\/meganstrange.com\/?p=10649"},"modified":"2017-02-26T15:47:33","modified_gmt":"2017-02-26T20:47:33","slug":"book-review-integrating-differentiated-instruction-understanding-by-design","status":"publish","type":"post","link":"https:\/\/meganstrange.com\/?p=10649","title":{"rendered":"Book Review: Integrating Differentiated Instruction + Understanding by Design"},"content":{"rendered":"<p><a href=\"https:\/\/www.amazon.com\/Integrating-Differentiated-Instruction-Understanding-Design\/dp\/1416602844\/ref=sr_1_1?s=books&amp;ie=UTF8&amp;qid=1488141377&amp;sr=1-1&amp;keywords=integrating+differentiated+instruction+and+understanding+by+design\" target=\"_blank\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-10650\" alt=\"105004b\" src=\"https:\/\/meganstrange.com\/wp-content\/uploads\/2017\/02\/105004b.jpg\" width=\"311\" height=\"400\" srcset=\"https:\/\/meganstrange.com\/wp-content\/uploads\/2017\/02\/105004b.jpg 311w, https:\/\/meganstrange.com\/wp-content\/uploads\/2017\/02\/105004b-233x300.jpg 233w\" sizes=\"auto, (max-width: 311px) 100vw, 311px\" \/><\/a><\/p>\n<p>&nbsp;<\/p>\n<p>Teaching and the study of thinking and learning means constant research and embracing the freedom to fail on the trail to the ultimate learning experience for our students. \u00a0I&#8217;ve enjoyed reading <a href=\"https:\/\/www.amazon.com\/Integrating-Differentiated-Instruction-Understanding-Design\/dp\/1416602844\/ref=sr_1_1?s=books&amp;ie=UTF8&amp;qid=1488141377&amp;sr=1-1&amp;keywords=integrating+differentiated+instruction+and+understanding+by+design\" target=\"_blank\"><em>Integrating Differentiated Instruction + Understanding by Design<\/em><\/a> by Carol Ann Tomlinson and Jay McTighe. \u00a0It&#8217;s definitely one of those books that would have made more sense to only underline the things I didn&#8217;t want to remember&#8230;I ended up highlighting almost the whole thing. \u00a0As always, after highlighting in the book, I took the time to type my notes into Evernote so that they will be easily searchable later&#8230;lots of thoughts I will want to connect with again. \u00a0I&#8217;ve posted all the notes I highlighted below&#8230;<\/p>\n<p><!--?xml version=\"1.0\" encoding=\"UTF-8\" standalone=\"no\"?--><\/p>\n<div>\n<ul>\n<li>Understanding by Design (UbD)<\/li>\n<li>Differentiated Instruction (DI)<\/li>\n<\/ul>\n<\/div>\n<div><\/div>\n<div>As one expert explains, it takes robust curriculum and flexible instruction \u201cif teachers are to have a realistic opportunity to meet the needs of all students in their classrooms, a truly daunting challenge given the increasing diversity of the student population\u201d p. vi<\/div>\n<div><\/div>\n<div><\/div>\n<div><b><span style=\"text-decoration: underline;\">Chapter 1: UbD and DI: An Essential Partnership<\/span><\/b><\/div>\n<div>\n<ul>\n<li>Educators need a model that acknowledges the centrality of standards but that also demonstrates how meaning and understanding can both emanate from and frame content standards so that young people develop powers of mind as well as accumulate an information base. \u00a0p. 1<\/li>\n<li>Differentiated Instruction offers a framework for addressing learner variance as a critical component of instructional planning. p. 2<\/li>\n<li>In effective classrooms, teachers consistently attend to at least four elements: whom they teach (students), where they teach (learning environment), what they teach (content), and how they teach (instruction). \u00a0p. 2<\/li>\n<li>Understanding by Design is predominantly (although not solely) a curriculum design model. \u00a0p. 2<\/li>\n<li>Differentiation is predominantly (although not solely) an instructional design model. p. 3<\/li>\n<li><b>Axiom 1<\/b>:\u00a0The primary goal of quality curriculum design is to develop and deepen student understanding. \u00a0p. 4<\/li>\n<li><b>Axiom 2<\/b>: Evidence of student understanding is revealed when students apply (transfer) knowledge in authentic contexts. \u00a0p. 5<\/li>\n<li><b>Axiom 3<\/b>: Effective curriculum development following the principles of backward design helps avoid the twin problems of textbook coverage and activity-oriented teaching in which no clear priorities and purposes are apparent. \u00a0p. 6<\/li>\n<li><b>Axiom 4<\/b>: Regular reviews of curriculum and assessment designs, based on design standards, provide quality control and inform needed adjustment. \u00a0Regular reviews of \u201cresults\u201d should be followed by needed adjustments to curriculum and instruction. \u00a0p. 7<\/li>\n<li><b>Axiom 5<\/b>: Teachers provide opportunities for students to explore, interpret, apply, shift perspectives, empathize, and self-assess. \u00a0These six facets provide conceptual lenses through which student understanding is assessed. \u00a0p. 8<\/li>\n<li><b>Axiom 6<\/b>: Teachers, students, and districts benefit by \u201cworking smarter\u201d and using technology and other vehicles to collaboratively design, share, and critique units of study. \u00a0p. 9<\/li>\n<li><b>Scenario:<\/b> Mr. Axelt and his departmental colleagues have designed their curriculum together and meet periodically to evaluate its effectiveness, suggest modifications for future consideration, and share resources. They also discuss issues related to working in responsive classrooms. p. 10<\/li>\n<li><b>Axiom 7:<\/b> UbD is a way of thinking, not a program. \u00a0Educators adapt its tools and materials with the goal of promoting better student understanding. \u00a0p. 10<\/li>\n<li>We hope you will come to see more clearly the role of Understanding by Design in ensuring that educators identify and teach the essential knowledge, skills, and enduring understandings that shape each of the disciples and the role of Differentiated Instruction in making certain that each learner has maximum opportunity to benefit from high-quality experiences with those essentials\u2014and their complementary roles in doing so. \u00a0p. 11<\/li>\n<\/ul>\n<\/div>\n<div><b><span style=\"text-decoration: underline;\">Chapter 2: What Really Matters in Teaching (The Students)<\/span><\/b><\/div>\n<div>\n<ul>\n<li>To be an expert teacher is to continually seek a deeper understanding of the essence of a subject, to increasingly grasp its wisdom. p. 12<\/li>\n<li>Before the curriculum design process begins, as it progresses, and as curriculum is tested and reminded in classroom practice, the best teachers are mindful that teaching is judged by successful learning and that learners will inevitably and appropriately influence the effectiveness of the art we practice. \u00a0p. 13<\/li>\n<li>A student\u2019s personal crisis eclipsed the teacher\u2019s well-developed plans. \u00a0p. 13<\/li>\n<li>To get to a point of productivity, the teacher had to let go of a planned sequences of assignments and work with one task until she and the student could unravel a problem that was blocking the student\u2019s progress as a writer. \u00a0p. 14<\/li>\n<li>When his way of learning became acceptable, he became a better learner. \u00a0p. 15<\/li>\n<li>Quality curriculum should play a central role in meeting the core needs of students for affirmation, affiliation, accomplishment, and autonomy, but it is the teachers\u2019 job to make the link between the basic human needs of students and curriculum. \u00a0p. 16<\/li>\n<li>The best differentiation inevitably begins with what we might assume are \u201ctoo high expectations\u201d for many students and continues with building supports to enable more and more of those students to succeed at very high levels. \u00a0p. 20<\/li>\n<li>Rubrics that clearly explain the traits of \u201cgood\u201d work and move up from there can coach far more students in progressing from good to exemplary. p. 21<\/li>\n<\/ul>\n<\/div>\n<div><b><span style=\"text-decoration: underline;\">Chapter 3: What Really Matters in Learning? (Content)<\/span><\/b><\/div>\n<div>\n<ul>\n<li>Despite all good intentions and many positive effects, the standards movement has not solved the \u201coverload\u201d problem. \u00a0In fact, instead of ameliorating the problem, the standards may have exacerbated it. \u00a0p. 24<\/li>\n<li>If we want students to explore essential questions and come to understand important ideas contained in content standards, then we\u2019ll need to plan accordingly. \u00a0p. 27<\/li>\n<li><b>Stage 1:<\/b> Identify desired results. \u00a0<i>What should students know, understand, and be able to do? \u00a0What content is worth of understanding? \u00a0What \u201cenduring\u201d understandings are desired? \u00a0What essential questions will be explored?<\/i> \u00a0p. 27<\/li>\n<li><b>Stage 2:<\/b> Determine acceptable evidence. \u00a0<i>How will we know whether students have achieved the desired results? \u00a0What will we accept as evidence of student understanding and proficiency?<\/i> \u00a0p. 28<\/li>\n<li><b>Stage 3:<\/b> Plan learning experiences and instruction. \u00a0<i>What enabling knowledge and skills will students need to perform effectively and achieve desired results? \u00a0What activities, sequence, and resources are best suited to accomplish our goals?<\/i> \u00a0p. 28<\/li>\n<li>We have found that when people plan backward, by design, they are much less likely to succumb to the problematic aspects of activity- or coverage-oriented teaching. \u00a0p. 29<\/li>\n<li>Another process involves interrogating the content using questions such as these: Why exactly are we teaching _____? \u00a0What do we want student stop understand and be able to do five years from now? \u00a0If this unit is a story, what\u2019s the moral? \u00a0What couldn\u2019t people do if they didn\u2019t understand ________? p. 32<\/li>\n<li>UbD Exchange website: <a href=\"http:\/\/ubdexchange.org\">http:\/\/ubdexchange.org<\/a>\u00a0p. 32<\/li>\n<li>Like any effective graphic organizer or process tool, the template leaves a cognitive residue that enhances curriculum planning. \u00a0p. 32<\/li>\n<li>The logic of backward design dictates that evidence derives from goals. \u00a0p. 34<\/li>\n<li>A river needs banks to flow. \u00a0Backward design provides the structure to support flexibility in teaching and assessing in order to honor the integrity of content while respecting the individuality of learners. \u00a0The blending of UbD and DI provides stability of focus on essential knowledge, understanding, and skill and flexibility in guiding learners to the desired ends. \u00a0p. 37<\/li>\n<\/ul>\n<\/div>\n<div><b><span style=\"text-decoration: underline;\">Chapter 4: What Really Matters in Planning for Student Success?<\/span><\/b><\/div>\n<div>\n<ul>\n<li>It is vital to be clear about what is essential in content. \u00a0p. 38<\/li>\n<li>The essence of our job is making sure that the curriculum serves as a catalyst for powerful learning for students who, with our guidance and support, become skilled in and committed to the process of learning. \u00a0p. 39<\/li>\n<li>A key premise of differentiation is that virtually all students should have access to a curriculum rich with the ideas and skills valued by experts in a field. \u00a0That is both a lofty and a necessary ideal. \u00a0We translate it into reality when we say to ourselves, \u201cThere are many ways I can help my students learn. \u00a0My job is to find enough ways to teach and enough ways to support learning so that what I teach works for each person who needs to learn the essential content.\u201d p. 39<\/li>\n<li>At least nine attitudes and skills typify teachers who help all learners:<\/li>\n<\/ul>\n<\/div>\n<div>\n<ol>\n<li>They establish clarity about curricular essentials.<\/li>\n<li>The accept responsibility for learner success.<\/li>\n<li>They develop communities of respect.<\/li>\n<li>They build awareness of what works for each student.<\/li>\n<li>They develop classroom management routines that contribute to success.<\/li>\n<li>They help students become effective partners in their own success.<\/li>\n<li>They develop flexible classroom teaching routines.<\/li>\n<li>They expand a repertoire of instructional strategies.<\/li>\n<li>They reflect on individual progress with an eye toward curricular goals and personal growth. \u00a0p. 40<\/li>\n<\/ol>\n<div>\n<ul>\n<li>When a teacher is clear about the enduring understandings of a lesson or unit, that teacher is more likely to be at ease in offering students options to explore and express learning in a mode appropriate for the student\u2019s learning profile. \u00a0The teacher does not \u201cgive up\u201d anything in allowing a student to work alone or with a partner, or to express an idea in a more divergent versus convergent format. \u00a0It is the outcome that matters, and whatever route to the outcome works for a student is likely to be a help rather than a hindrance in constructing student success. \u00a0p. 42<\/li>\n<li>It\u2019s a very different teacher who accepts the reality that if a student has not yet learning a thing of importance, the teacher has not yet taught it well enough. \u00a0If a student os not growing\u2014even if he or she is making A\u2019s\u2014the teaching is not teaching that student. \u00a0p. 44<\/li>\n<li>In an effectively differentiated classroom, a teacher adheres to a philosophy that each learner is sent to school by someone who has to trust that the teacher will realize the worth of the child and be guided by a sense of stewardship of potential each time the child enters the classroom door. \u00a0p. 44<\/li>\n<li>A teacher in an effectively differentiated classroom will not allow economics, gender, race, past achievement, lack of parental involvement, or any other factor to become an excuse for shoddy work or outcomes that are less than a student is able to accomplish. \u00a0p. 44<\/li>\n<li>Send consistent messages to students that if something didn\u2019t work today, both teacher and student will be back at it tomorrow and the day after until student success occurs. \u00a0p. 45<\/li>\n<li>Teachers in effectively differentiated classrooms are hunters and gatherers of information about what best propels learning for each student. \u00a0p. 47<\/li>\n<li>In a differentiated classroom, there is not even the expectation that everyone will complete the same task, using the same materials, and under the same time constraints. \u00a0It is, in fact, no longer possible to manager the classroom with \u201cfrontal control.\u201d \u00a0Thus developing a system through which students learn to play a large role in managing themselves, their work, and their success is not an ideal but a necessity. \u00a0p. 48<\/li>\n<li>Gather information from students about what is and is not working well for them as individuals and as part of small groups. \u00a0p. 49<\/li>\n<li>Surely a part of one\u2019s education is developing a growing sophistication about one\u2019s strengths and weaknesses, understanding what facilitates and hinders one\u2019s learning, setting and monitoring personal learning goals, and so on. \u00a0To fail in helping students become independent in these ways is to fail in helping them become the sort of perennial learner they need to be to succeed in an increasingly complex world. \u00a0It is really to fail in helping them become more fully human. \u00a0p. 50<\/li>\n<li>Ask students to reflect on their own growth, factors that facilitate their growth, and likely next steps to ensure continual growth. \u00a0p. 50<\/li>\n<li>A classroom in which one or two instructional strategies predominate is something like a dining room that only serves one or two items. \u00a0Even if they items are well prepared, they become monotonous to those who must consume them everyday. \u00a0p. 52<\/li>\n<li>Classrooms are dynamic rather than static. \u00a0Yesterday\u2019s sticking point for three students will become tomorrow\u2019s victory. \u00a0p. 54<\/li>\n<li>A student whose learning challenges make it difficult to demonstrate full mastery of grade-level skills, for example, show still show noteworthy growth from his starting point. \u00a0A student who came to the classroom with advanced master of skills should likewise show growth beyond those requirements. \u00a0p. 54<\/li>\n<li>There\u2019s no such thing as the perfect lesson, the perfect day in school, or the perfect teacher. \u00a0For teachers and students alike the goal is not perfection but persistence in the pursuit of understanding important things. \u00a0p. 56<\/li>\n<li>Do we have the will and skill to accept responsibility for the diverse individuals we teach? Do we have a vision of the power of high-quality learning to help young people build lives?\u00a0Are we willing to do the work of building bridges of possibility between what we teach and the diverse learners we teach? \u00a0p. 57<\/li>\n<li>Instructional strategies online: <a href=\"http:\/\/olc.spsd.sk.ca\/DE\/PD\/instr\/instrsk.html\">http:\/\/olc.spsd.sk.ca\/DE\/PD\/instr\/instrsk.html<\/a>\u00a0p. 57<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div><b><span style=\"text-decoration: underline;\">Chapter 5: Considering Evidence of Learning in Diverse Classrooms<\/span><\/b><\/div>\n<div>\n<ul>\n<li>Anyone concerned about teaching and learning is automatically interested in assessment. p. 59<\/li>\n<li>By considering in advance the assessment evidence needed to validate that the desired retails have been achieved, teaching becomes more purposeful and focused. \u00a0p. 59<\/li>\n<li>Like the judicial system, we need a \u201cpreponderance of evidence\u201d to convict students of learning. \u00a0p. 63<\/li>\n<li>The Six Facets of Understanding:<br \/>\nWhen we truly understand we\u2026<\/li>\n<\/ul>\n<\/div>\n<div>\n<ol>\n<li>can explain<\/li>\n<li>can interpret<\/li>\n<li>can apply<\/li>\n<li>have perspective<\/li>\n<li>display empathy<\/li>\n<li>have self-knowledge p. 67<\/li>\n<\/ol>\n<div>\n<ul>\n<li>When we call for application, we do not mean a mechanical response or mindless \u201cplug-in\u201d of a memorized formula. \u00a0Rather, we ask students to transfer\u2014to use what they know in a new situation. \u00a0We recommend that teachers set up realistic, authentic contexts for assessment; when students are able to apply their learning thoughtfully and flexibly, true understanding is demonstrated. \u00a0Consider an analogy here. \u00a0In team sports, coaches routinely conduct drills to develop and refine basic skills. \u00a0However, these practice drills are always purposefully pointed toward performance in the game. \u00a0p. 68<\/li>\n<li>When students can apply knowledge and skill appropriately to a new situation and can effectively explain how and why, we have the evidence to \u201cconvict them\u201d of understanding. \u00a0p. 68<\/li>\n<li>As a means of creating more authentic \u201cperformances of understanding,\u201d we recommend that teachers frame assessment tasks with the features suggested by the acronym GRASPS<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div>\n<ol>\n<li>a real world GOAL<\/li>\n<li>a meaningful ROLE for the student<\/li>\n<li>authentic (or simulated) real-world AUDIENCE(S)<\/li>\n<li>a contextualized SITUATION that involved real-world application<\/li>\n<li>student-generated culminating PRODUCTS and performances<\/li>\n<li>consensus-driven performance STANDARDS (criteria) for judging success. p. 70<\/li>\n<\/ol>\n<\/div>\n<div>\n<ul>\n<li>The way in which we design and use classroom assessments should be directly influenced by the answers to four questions:<\/li>\n<\/ul>\n<\/div>\n<div>\n<ol>\n<li>What are we assessing?<\/li>\n<li>Why are we assessing?<\/li>\n<li>For whom are the results intended?<\/li>\n<li>How will the results be used? p. 70<\/li>\n<\/ol>\n<div><\/div>\n<\/div>\n<div>\n<ul>\n<li><i>Summative assessments<\/i> are generally used to summarize what has been learned. \u00a0p. 71<\/li>\n<li><i>Diagnostic assessments<\/i> (or pre-assessments) typically precede instruction and are used to check students\u2019 prior knowledge and skill levels and identify misconceptions, interests, or learning style preferences. \u00a0p. 71<\/li>\n<li><i>Formative assessments<\/i> occur concurrently with instruction. \u00a0p. 71<\/li>\n<li>\u201cDiagnosis, of course, is never completed. \u00a0Every contact with students reveals something that the teacher did not know before, something important to intelligent planning of instruction.\u201d \u00a0(Taba and Elkins, 1966, p. 24) p. 72<\/li>\n<li>Diagnostic assessment (pre-assessment) is as important to teaching as a physical exam is to prescribing appropriate medical regimens. \u00a0p. 72<\/li>\n<li>\u201cTeaching in the dark is questionable practice.\u201d \u00a0(Taba and Elkins, 1966) p. 72<\/li>\n<li>\u201cPraise keeps you in the game; real feedback helps you get better. \u00a0Feedback tells you what you did or did not do and enables you to self adjust. \u00a0Indeed, the more self-evident feedback, the more autonomy the performer develops, and vice-versa.\u201d \u00a0Grant Wiggins p. 77<\/li>\n<li>Four qualities characterize an effective feedback system. \u00a0The feedback must\u2026<\/li>\n<\/ul>\n<\/div>\n<div>\n<ol>\n<li>be\u00a0timely<\/li>\n<li>be specific<\/li>\n<li>be understandable to the receiver<\/li>\n<li>allow for adjustment \u00a0p. 77<\/li>\n<\/ol>\n<\/div>\n<div>\n<ul>\n<li>Learners need to find out promptly their strengths and weaknesses in order to improve. \u00a0The greater the delay, the less likely it is that the feedback will be helpful or used. \u00a0p. 78<\/li>\n<li>Here\u2019s a simple, straightforward test for a feedback system: Can the learners tell specifically from the given feedback what they have done well and what they could do next time to improve? \u00a0If not, the feedback is not yet specific or understandable enough for the learner. \u00a0p. 79<\/li>\n<li>Effective assessments serve not only as indicators of student understanding but as data sources enabling teachers to shape their practice in ways that maximize the growth of the varied learners they teach. \u00a0p. 82<\/li>\n<\/ul>\n<\/div>\n<div><b><span style=\"text-decoration: underline;\">Chapter 6: Responsive Teaching with UbD in Academically Diverse Classrooms<\/span><\/b><\/div>\n<div><\/div>\n<div>\n<ul>\n<li>Differentiation reminds us that there will be times when a strategy can be used effectively in the same way with an entire class, times when use of the strategy needs to be differentiated in order to be used effectively with the whole class, and times when particular strategies may be especially helpful in supporting the developing understanding of particular students or small groups of students. \u00a0p. 86<\/li>\n<li>Students need to know the learning goals of a unit or lesson and criteria for successfully demonstrating proficiency with the goals. \u00a0p. 86<\/li>\n<li>There are many reasons to keep the old habits, of course, but they are not as compelling in their benefits as changes would be. \u00a0So the first step is to determine whether we have the will to do better. \u00a0p. 106<\/li>\n<\/ul>\n<\/div>\n<div><b><span style=\"text-decoration: underline;\">Chapter 7: Teaching for Understanding in Academically Diverse Classrooms<\/span><\/b><\/div>\n<div><\/div>\n<div>\n<ul>\n<li>The first essential\u00a0question suggests a big idea in reading\u2014that the way you read is influenced by the type of text you are reading. \u00a0This questions opens the door to a host of important reading concepts and skills, including reading genres, text structures, and various reading comprehension strategies matched to purpose and text. \u00a0p. 111<\/li>\n<li>The second essential question serves to uncover a variety of writing concepts and techniques, including authors\u2019 style, voice, genre, organizational structures, idea development, audience consideration, and various types of \u201chooks\u201d. \u00a0p. 111<\/li>\n<li>Essential questions such as these are recursive in nature; that is, we don\u2019t just ask them once. \u00a0They are used to frame larger ideas and processes and thus are meant to be revisited. \u00a0Indeed, as students deepen their understand over time, we expect more sophisticated and supported answers. \u00a0p. 114<\/li>\n<li>Teachers who regularly use essential questions often note that the line between teaching and assessing becomes blurred. \u00a0p. 114<\/li>\n<li>Follow up strategies to deepen student thinking\u2026<\/li>\n<\/ul>\n<\/div>\n<div>\n<ol>\n<li>survey the class<\/li>\n<li>post metacognitive\/reflective questions<\/li>\n<li>encourage student questioning<\/li>\n<li>use think-pair-share p. 116<\/li>\n<\/ol>\n<\/div>\n<div>\n<ul>\n<li>\u201cThe notion that learning comes about by the accretion of little bits is outmoded learning theory. \u00a0Current models of learning based on cognitive psychology contend that learners gain understanding when they construct their own knowledge and develop their own cognitive maps of the interconnections among facts and concepts.\u201d \u00a0Lori Shephard (Nickerson, 1989). p. 119<\/li>\n<\/ul>\n<\/div>\n<div><\/div>\n<div>Pulling it all together: The WHERETO Framework<\/div>\n<div>\n<ul>\n<li><b>W<\/b>=How will i help learners know what they will be learning? \u00a0Why this is worth learning? \u00a0What evidence will show their learning? \u00a0How their performance will be evaluated? \u00a0The W in WHERETO reminds teachers to communicate the goals clearly and help students see their relevance.<\/li>\n<li><b>H<\/b>=How will I hook and engage the learners? \u00a0In what ways will I help them connect desired learning to their experiences and interests?<\/li>\n<li><b>E<\/b>=How will I equip students to master identified standards and succeed with the targeted performances? \u00a0What learning experiences will help develop and deepen understanding of important ideas?<\/li>\n<li><b>R<\/b>=How will I encourage the learners to rethink previous learning? \u00a0How will I encourage ongoing revision and refinement? \u00a0As a reminder of the value of the R in WHERETO, we offer this maxim: If it\u2019s worth understanding, it\u2019s work rethinking. \u00a0If it\u2019s worth doing, it\u2019s worth reflecting upon.<\/li>\n<li><b>E<\/b>=How will I promote students\u2019 self-evaluation and reflection?<\/li>\n<li><b>T<\/b>=How will I tailor the learning activities and my teaching to a dress the different readiness levels, learning profiles, and interests of my students? The T in WHERETO points to the importance of tailoring teaching so as to address differences in students\u2019 identified needs and strengths, interests, and preferred learning styles.<\/li>\n<li><b>O<\/b>=How will the learning experiences be organized to maximize engaging and effective learning? \u00a0What sequence will work best for my students and this content? \u00a0The O in WHERETO simply reminds teachers to carefully consider the order or sequence of learning experiences as they decide the best means of reaching the desires results with the diverse groups of learners they serve. \u00a0p. 126<\/li>\n<\/ul>\n<\/div>\n<div><span style=\"text-decoration: underline;\"><b>Chapter 8: Grading and Reporting Achievement<\/b><\/span><\/div>\n<div>\n<ul>\n<li>We believe that the primary goal of grading and reporting is to communicate to important audiences, such as student sand parents, high-quality feedback to support the learning process and encourage learner success. p. 129<\/li>\n<li>Grading and assessment are not synonymous terms. \u00a0Assessment focuses on gathering information\u00a0about student achievement that can be used to make instructional decisions. \u00a0Grading is an end-point judgment about student achievement. \u00a0p. 131<\/li>\n<li>Grades should be derived largely from the results of summative assessments carefully designed to allow students to demonstrate accumulated proficiency related to identified content goals. \u00a0p. 131<\/li>\n<li>\u201cWe certainly recognize the important of students\u2019 work habits and believe that students should be expected to complete assignments, put forth effort, and follow reasonable guidelines. \u00a0The point is to distinguish process from results.\u201d Tom Guskey (2000) p. 133<\/li>\n<li>Our most able learners too often work only for the grade, with little regard for the benefits, the pleasures, and challenges of learning. \u00a0Ironically, to realize their advanced potential as adults, these students all need at least 3 characteristics:<\/li>\n<\/ul>\n<\/div>\n<div>\n<ol>\n<li>persistence in the face of adversity<\/li>\n<li>the ability to take intellectual risks<\/li>\n<li>pleasure in work<\/li>\n<\/ol>\n<div>\n<ul>\n<li>Competitive grading practices may unwittingly teach them exactly the opposite. \u00a0p. 134<\/li>\n<li>Reporting systems include multiple methods for communicating to parents and the learners themselves. \u00a0Such a system might use report cards; checklists of essential skills; developmental continua for charting progress; rubrics for work habits; narratives; portfolios; parent conferences; student-involved conferences; or related means of communicating student achievement, progress, and habits. \u00a0The richer the systems, the more likely we are to achieve the goal of providing accurate information that supports future learning and encourages growth. \u00a0p. 137<\/li>\n<\/ul>\n<\/div>\n<div><\/div>\n<div><span style=\"text-decoration: underline;\"><strong>Chapter 9: Bringing it all Together: Curriculum and Instruction through the Lens of UbD and DI<\/strong><\/span><\/div>\n<div><\/div>\n<div>\n<ul>\n<li>Teachers whose work is guided by the principles of backward design and differentiated instruction do the following:<\/li>\n<\/ul>\n<\/div>\n<div>\n<ol>\n<li>Identify desired learning results for the subject and topics they teach.<\/li>\n<li>Determine acceptable evidence of student learning.<\/li>\n<li>Plan learning experiences and instruction based on the first two principles.<\/li>\n<li>Regard learner differences as inevitable, important, and valuable in teaching and learning.<\/li>\n<li>Address learners\u2019s affective needs as a means of supporting student success.<\/li>\n<li>Periodically review and articulate clear learning goals that specify what students should know, understand, and be able to do as a result of each segment of learning.<\/li>\n<li>Use systematic pre-assessment and ongoing assessment aligned with designated goals to make instructional decision and adaptations.<\/li>\n<li>Employ flexibility in instructional planning and classroom routines to support success for each learner.<\/li>\n<li>Gather evidence of student learning in a variety of formats. p. 144<\/li>\n<\/ol>\n<\/div>\n<div>\n<ul>\n<li>What are the unit\u2019s enduring understandings? p. 156<\/li>\n<li>All of these possible modifications\u2014and many other options not described here\u2014have two primary purposes:<\/li>\n<\/ul>\n<\/div>\n<div>\n<ol>\n<li>to ensure maximum growth for the full range of learners in achieving important curricular outcomes<\/li>\n<li>to provide flexible yet valid evidence of student understanding p. 161<\/li>\n<\/ol>\n<\/div>\n<div>\n<ul>\n<li>Understanding by Design is a sophisticated planning process. \u00a0It demands in-depth content knowledge, the capacity to \u201cthink like an assessor,\u201d concern for authenticity in learning activities and assessments, explicit attention to student rethinking, a blending of facilitative and directed teaching, and the disposition to critically examine one\u2019s pans and adjust based on feedback and results. \u00a0Differentiated Instruction is also a complex process. \u00a0It demands continual attention to the strengths and needs of learners who not only change with the passage of each year but evolve during the school year as well. \u00a0It requires the capacity to create flexible teaching\u2014learning routines that enable academically diverse student populations to succeed with rich, challenging academic content and processes, and to create learning environments that are both supportive and challenging for students for whom these conditions will be difficult. \u00a0p. 165<\/li>\n<li>We believe the effort will pay off in more engaging and effective classrooms\u2014for students and teachers alike. \u00a0p. 165<\/li>\n<\/ul>\n<\/div>\n<div><span style=\"text-decoration: underline;\"><strong>Chapter 10: Moving Forward to Integrate UbD and DI<\/strong><\/span><\/div>\n<div>\n<ul>\n<li>\u201cWords without actions are the assassins of idealism.\u201d \u00a0Former president Herbert Hoover p. 166<\/li>\n<li>\u201cThink big, start small.\u201d p. 168<\/li>\n<li>To avoid \u201cinnovation overload,\u201d we have found it beneficial to identify a small number of complementary actions as a starting point. p. 168<\/li>\n<\/ul>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>&nbsp; Teaching and the study of thinking and learning means constant research and embracing the freedom to fail on the trail to the ultimate learning experience for our students. \u00a0I&#8217;ve enjoyed reading Integrating Differentiated Instruction + Understanding by Design by Carol Ann Tomlinson and Jay McTighe. \u00a0It&#8217;s definitely one of those books that would have [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[14,35,25,28,17,18],"tags":[],"class_list":["post-10649","post","type-post","status-publish","format-standard","hentry","category-book-review","category-creative","category-education","category-integrity","category-leadership","category-north-cobb-christian"],"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/meganstrange.com\/index.php?rest_route=\/wp\/v2\/posts\/10649","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/meganstrange.com\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/meganstrange.com\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/meganstrange.com\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/meganstrange.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=10649"}],"version-history":[{"count":0,"href":"https:\/\/meganstrange.com\/index.php?rest_route=\/wp\/v2\/posts\/10649\/revisions"}],"wp:attachment":[{"href":"https:\/\/meganstrange.com\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=10649"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/meganstrange.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=10649"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/meganstrange.com\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=10649"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}