Barbara Basford; review of "Integrating Differentiated Instruction and Understanding by Design"

Book Review

Barbara Basford

June 20, 2007

Title of Book: Integrating Differentiated Instruction and Understanding by Design

Authors: Carol Ann Tomlinson and Jay McTighe

Publisher: Association for Supervision and Curriculum Development

Location: Alexandria, Virginia USA

Date of Publication: 2006

Type of Book: Intended for people in the field of education.

Premise or Theme of the Book: Connecting the ideas of differentiation and backward designing.

Major Subdivisions of the Book: The book is divided into a preface, acknowledgements, ten chapters, an appendix, references, an index, and a section about the authors.

Preface – The preface discussed the premise of the book and the difficulty of getting the two key parties together.

Acknowledgements – This is probably the best acknowledgement page I have ever read. It was clear, concise, and heartfelt.

1. UbD and DI: An essential Partnership – They have a logical and practical appeal to educators. “You will 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 disciplines and the role of Differentiated Instruction in making certain that each learner has maximum opportunity to benefit from high-quality experiences with those essentials—and their complementary roles in doing so.” (p. 11)
2. What Really Matters in Teaching? (The Students) – Students are the reason we teach. With an awareness of who we teach, we can better design our curriculum plans.
3. What Really Matters in Learning? (Content) – The ways that students can demonstrate proficiency in essential skills, knowledge, and enduring understanding are as varied as they are.
4. What Really Matters in Planning for Student Success? – “The goal is not perfection but persistence in the pursuit of understanding important things.” (p.56)
5. Considering Evidence of Learning in Diverse Classrooms – Teaching becomes more purposeful and focused when we know in advance what we expect as an end result or assessment.
6. Responsive Teaching With UbD in Academically Diverse Classrooms – This chapter is all about management. Changes can be made in the classroom one step at a time.
7. Teaching for Understanding in Academically Diverse Classrooms – “Teaching for understanding demands particular roles for students and teachers alike. Students are obliged to think, question, apply ideas to new situations, rethink, and reflect. Teachers are expected to stimulate thought, show examples and counterexamples, ask probing questions, set up authentic applications, play devil’s advocate, check for understanding, and require explanation and justification.” (p. 109)
8. Grading and Reporting Achievement – UbD, DI, and grading can work compatibly if they support the goals of the lesson or unit.
9. Bringing it All Together: Curriculum and Instruction Through the Lens of UbD and DI – UbD and DI are both complicated processes. Putting them together gives students access to the best of content and learner centered education.
10. Moving Forward to Integrate UbD and DI – There are suggestions on how to progress at the individual teacher level as well as at the district level.

Appendix: The appendix is very supportive of the work involved.

References: The references are extensive and cite the work of many experts including both authors.

Index: No explanation needed.

About the Authors: This is necessary to validate the book.

Noteworthy For Our Purposes: Chapters 6, 7, and 8 deal with the variety within a classroom and how to assess their learning.

Particularly Cogent Graphs, Charts, Visuals: There are many helpful charts in the book. I have listed the most valuable below:

The Planning Template – pages 30-31

The Six Facets of Understanding – Page 67

Instructional Strategies That Support Various Teacher Roles – page 87

Brainstorming Learning Activities Using the Six Facets – page 118

Interrelationships Between Backward Design, Differentiation, and Grading – pages 138-140

Something of Lasting Value I Found In This Book: The melding of two educationally sound ideas to create a “best teaching practice.”