Understanding by Design and Differentiated Instruction: An Essential Partnershi p

1. Understanding by Design and Differentiated Instruction: An Essential Partnership Shanda Day CI 804 January 26, 2012

2. Axioms and Corollaries • Axioms are fundamental principles for Understanding by Design. • There are 7 for Understanding by Design • Corollaries demonstrate the way Differentiated Instruction works to ensure these fundamental principles.

3. Axiom 1 • Goal: Design is to develop and deepen understanding • Corollaries • All students benefit from and are entitled • Students will grow at different rates and require varied support systems

4. Axiom 2 • Student understanding is revealed when students apply knowledge authentically. • Corollaries • Will reveal varied degrees in students’ knowledge, understanding, and skill • Effective teachers use the evidence of variance in student proficiency to provide opportunities and support

5. Axiom 3 • Effective curriculum development helps avoid the problems of textbook coverage and activity-oriented teaching in which no clear priorities and purposes are apparent. • Corollaries • All learners should receive instruction that reflects clarity and purpose and priority • Struggling learners require focus on truly essential knowledge and understanding • Advanced learners need challenge predicated on what is essential so they can use their time wisely

6. Axiom 4 • Regular review of curriculum and assessment designs, provide quality control and inform needed adjustments. • Corollaries • Will show variation among students • Should be targeted to the individual as well as the whole • Will require flexible use of time, attention, materials, student groupings, and other elements

7. Axiom 5 • Teachers provide opportunities for students to eplore, interpret, apply, shift perspectives, empathize, and self-assess. • Corollaries • All students should be guided and supported in thinking in complex ways. • Mastery and understanding come through meaningful interaction with ideas. • Students will differ in level of sophistication and understanding given time. • Be prepared to provide opportunity and support to continually develop understanding and capacity as thinkers.

8. Axiom 6 • We benefit by “working smarter” and using technology and other vehicles to collaborate. • Corollaries • Students benefit when teachers share understandings about students’ learning needs, classroom routines, and instructional approaches. • A routine part of collaboration should be between teachers and specialists. • Technology should be used to address varied learner needs to assist the teacher in keeping track of student growth toward goals.

9. Axiom 7 • Understanding by Design is a way of thinking, not a program. • Corollaries • Differentiated instruction is a way of thinking, not a formula. • When effective, it guides educators in thinking effectively.