Chapter 1

Understanding by Design is the model that educators need because it acknowledges the core of standards. But also because it demonstrates how meaning and understanding can not only originate from, but also frame content standards so that students develop power of minds as well as gain an information base. Differentiated Instruction offers a framework for addressing learner variance as a critical element of instructional planning. Both of them together address two of the greatest contemporary challenges for teachers. The first of which is crafting a powerful curriculum in a standards dominated time period. The second greatest challenge is ensuring academic success for a full spectrum of learners that compose today’s schools. The partnership of the two models is essential where teachers aim to help each and every student to develop to their maximum capacity. Understanding by Design’s primary goal is to define and guide the application of principles of curriculum design. It is primarily a curriculum design model. Differentiated Instruction on the other hand, is primarily an instructional design model. Its primary goal is to ensure that teachers focus on the processes and procedures that provide effective learning for varied individuals. The big take away that I got from this chapter is that a quality classroom requires quality curriculum and quality instruction which is why Understanding by Design and Differentiated Instruction go together. It’s not enough for a teacher to teach in a way that satisfies a variety of learning styles if there isn't a good curriculum. In the same way it is not enough for there to be a good curriculum if the teacher can’t help all individuals learn.