Tomlinson, C. A. & McTighe, J. (2006). Integrating Differentiated Instruction & Understanding by Design
Tomlinson, C. A. & McTighe, J. (2006). Integrating Differentiated Instruction & Understanding by Design
Brief Summary
This book seeks to provide adequate guidelines for education leaders and teachers to develop effective strategies for differentiated instructions. The book is a fantastic platform for educators to understand the significance of differentiated instructions in the learning environment. The authors also provide an evaluation of the potential stumbling blocks that might hamper the implementation of differentiated instructions. Such stumbling blocks include inadequate resources and ineffective training strategies among educators. These perspectives are extremely vital towards the successful implementation of differentiated instructions in the learning environment.
According to the publication, modern day educators must work towards recognizing the inherent diversities among students in the classroom (Tomlinson & McTighe, 2006). Without adequate differentiation platforms, it might be difficult for educators to deal with such diversity. The book also highlights that identity might be a significant hindrance for students to attain their potential. However, differentiated instruction helps in alleviating such challenges. In the classroom, students might appear similar but they have numerous differences. For instance, some students might be quick learners while others might be struggling to grasp new concepts.
In order to address such diversities, it is fundamentally essential for educational leaders to establish effective platforms for differentiated instructions. The publication also provides a framework for understanding the different categories of variance among students. The first category depends on the student’s positioning for learning. For instance, some students have exemplary interpersonal skills while others do not have such abilities. According to the authors, these perspectives determine the nature of emotional intelligence (Tomlinson & McTighe, 2006). The second category encompasses the degree of privilege.
Aspects such as standards of living, culture and racial background have far reaching implications on the degree of privilege for students. The third category encompasses the different biological attributes of students. This includes disabilities, gender and abilities among others (Tomlinson & McTighe, 2006). The three categories are extremely fundamental in terms of developing effective differentiated instructions for all students.
The Authors
This book is co-authored by Carol Tomlinson and Jay McTighe. Both are accomplished professionals in education and have tremendous experience in curriculum development and educational leadership. Carol Tomlinson has over twenty years’ experience in the education sector where she has had outstanding achievements. For instance, she was recognized as Virginia’s educator of the year in 1974. Her wealth of experience in educational leadership is evident through the hundreds of works which she has authored. Her background has far reaching implications on the conclusions provided in this publication. For instance, her experience dealing with students from diverse cultures has been a helpful stepping stone in enhancing her knowledge in differentiated instructions.
As with Carol Tomlinson, Jay McTighe has vast experience in education leadership. He has been at the help of establishing school improvement programs in Maryland. He also has extensive knowledge in the development of effective strategies for assessment. He has authored numerous publications including books, journals and articles. He is also a specialist in the development of UBI (understanding by design) programs. Consequently he has the relevant expertise in the establishment of effective strategies for differentiated instructions.
The authors do not show any form of bias in the publication. This is because they emphasize on research-based practice in education. Additionally, the authors examine all perspectives that might influence the outcome of differentiated instructions. In the publication, the authors’ frame of reference is the enhancement of learning environment for all students. Through such an approach, students can easily maximize on their potential. The authors’ main objective for writing the book is to enhance the quality of instructions provided by teachers in the classroom or the learning environment. This is extremely crucial towards the enhancement of the learning climate. The authors emphasize on the implications of instructional planning by teachers in order to streamline the education standards.
Views
The quality of evidence in the publication is convincing. This is because the authors draw on their vast experience in education to develop comprehensive strategies for differentiated instructions. Each author has more than twenty year’s experience in education. Additionally, both are holders of postgraduate degrees in education. Consequently, this has given them tremendous exposure to the numerous perspectives of differentiated instructions.
The authors draw upon research based practices while developing the strategies for differentiated instructions. In educational leadership, research based practice is an essential platform for developing effective programs. All these perspectives are helpful in justifying the quality of evidence in this publication. The sources used in this publication are recognized by other professionals in education leadership. For instance, some scholarly articles in the education leadership are based on some of the sources in this publication. This highlights the acceptability of the sources used by the authors in this publication.
There are numerous works on differentiated instructions by other authors. Some authors emphasize on the essence of differentiated instructions in diverse learning environments. On the other hand, other authors stress on the significance of differentiated instructions while developing learning programs for students from diverse backgrounds. These perspectives highlight the importance of differentiated instructions in the education sector. None of the authors’ information in this publication conflicts with what I have read in other publications dealing with the strategies of differentiated instructions.
Impact of the Book
This book forms an exemplary platform for understanding the different issues concerning differentiated instructions. For any individual in the education sector, this publication presents an invaluable source of information. It is an effective platform for streamlining the quality of education through the enhancement of learning climates. Other readers would find the book useful in terms of concrete strategies for addressing the different needs of different students. Educators dealing with disabled students would also find the book useful. This is because it provides a framework for addressing the different challenges that occur while dealing with such students.
Through the publication, I have gained invaluable information pertaining to the enhancement of learning climates for all students irrespective of their diversities. Additionally, the publication provides an excellent platform for developing effective assessment platforms for students from diverse backgrounds. The assessment framework should be based on learning goals. Consequently, irrelevant technicalities should not be part of the assessment framework. Through the information in this book, it is evident that students have diverse abilities. However, such diversities should not serve as stumbling blocks towards the attainment of academic potential.
There are various reasons for recommending this book. Firstly, it is an excellent basis for enhancing an educator’s professional pedigree. This is because it provides an insightful analysis of the most effective ways of enhancing learning outcomes. Secondly, this book aligns with the demands and expectations of the modern day educational trends. Additionally, it provides an exquisite framework for streamlining educational leadership strategies.
Reference
Tomlinson, C. A. & McTighe, J. (2006). Integrating Differentiated Instruction & Understanding by Design. Alexandria, VA: ASCD
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