Notes: Diversity Planning & Relationship of Content to Strategies UbD & DI KEY CONCEPTS Teachers find it increasingly difficult to ignore the diversity of learners who populate their classrooms. Culture, race, language, economics, gender, experience, motivation to achieve, disability, advanced ability, personal interests, learning preferences, and presence or absence of an adult support system are just some of the factors that students bring to school with them in almost stunning variety. Few teachers find their work effective or even an elegant one satisfying when they simply “serve up” a curriculum – – to their students with no regard for their varied learning needs. Differentiated Instruction focuses on whom we teach, where we teach, and how we teach. Its primary goal is ensuring that teachers focus on processes and procedures that ensure effective (Tomlinson & McTighe, 2006). learning for varied individuals Understanding by Design and implement standards based, powerful assessments and curricula that “We can create produce high quality learning for all students.” Jay McTighe – Differentiated Instruction we share in common makes us human. How we differ makes us “What individuals.” Carol Ann Tomlinson – To differentiate is to give students multiple options for taking in information, making sense of ideas, and expressing what they learn. UbD Who? Where? Understanding by Design is predominantly a curriculum design model. DI What? How? Differentiation is predominantly an instructional design model.
Notes: Diversity Planning & Relationship of Content to Strategies UbD & DI KEY CONCEPTS Teachers find it increasingly difficult to ignore the diversity of learners who populate their classrooms. Culture, race, language, economics, gender, experience, motivation to achieve, disability, advanced ability, personal interests, learning preferences, and presence or absence of an adult support system are just some of the factors that students bring to school with them in almost stunning variety. Few teachers find their work effective or satisfying when they simply “serve up” a curriculum – even an elegant one – to their students with no regard for their varied learning needs. Differentiated Instruction focuses on whom we teach, where we teach, and how we teach. Its primary goal is ensuring that teachers focus on processes and procedures that ensure effective learning for varied individuals (Tomlinson & McTighe, 2006). Understanding by Design “We can create and implement standards based, powerful assessments and curricula that produce high quality learning for all students.” – Jay McTighe Differentiated Instruction “What we share in common makes us human. How we differ makes us individuals.” – Carol Ann Tomlinson To differentiate is to give students multiple options for taking in information, making sense of ideas, and expressing what they learn. UbD Who? Where? Understanding by Design is predominantly a curriculum design model. DI What? How? Differentiation is predominantly an instructional design model.