UbD and DI An Essential Partnership

     Working smarter rather than harder is always a good idea. When time is limited, and it most certainly is, it’s necessary to be efficient as possible. Technology assists with promoting educational efficiency and I’m glad Tomlinson and McTighe included this point as axiom 6. National Board Standard #2 and Tomlinson chime together on this axiom by pointing out that teachers must address the diverse academic levels within their classrooms and use their specialized instructional acumen and rich understanding (NBS #2) to vary approaches to meet student needs. NBS #2 in part, states, “Teachers know the subject they teach and how to teach the subject to students.” Technology and collaboration (axiom 6) effectively combined can fulfill NBS #2 and successfully “teach the subject to students.” Tracking student progress via technological methodologies provides learners with feedback necessary for success and provides educators the input they need to teach the varied learner population within their purview the skills they needed for achievement. Axiom #7 continues this approach, suggesting that Understanding by Design (UbD) is not a program, rather a way of thinking; meaning educators are in the business of adapting instruction rather than the implementation of a one-size-fits-all program. As Tomlinson points out, a fluid, not static, approach to differentiation will maximize outcomes (knowledge, understanding, skill-sets) because it considers the teaching variables of who, where, how, and what. Technology can effectively handle these variables and provide teachers with a stockpile of engaging strategies and enriching content to effectively share their deep knowledge ( rich understanding , NBS #2) and propel students to success.
     A program known as “The Khan Academy” successfully blends this kind of differentiation with technology. Instructors know exactly the skill level of each student as they complete computer-based assignments and assessments. Via immediate, live, real-time feedback the instructor can identify problems and assist students; differentiating to compel understanding. Due to technological advances, this process could not have taken place 5-10 years ago. Although this Khan Academy technology is not present in my classroom, I can implement the old standby…observation and then differentiate where needed. Yes, I do use the technology available to me; LCD projector, video, and PowerPoint presentations to effectively and efficiently instruct my students. This is an improvement over the slow, 20 th century, “let me find my visual aide somewhere in the cabinet” approach that is neither fluid nor responsive to student needs. I can collaborate with colleagues and modify my presentation to differentiate instruction with a couple mouse clicks. I update my media to accommodate learning needs. Sometimes, perhaps most of the time, students do not understand due to physical sight. They just cannot see the lesson. Using a video camera to deliver “live” demonstrations, which is projected onto a large screen for student observation in conjunction with personal “hands-on” differentiated assistance for those in need, in most cases is sufficient to transfer comprehension and deliver a skill-set. An example can be noted. Second grade weaving, with the use of this fluid technological differentiation process took students from 10% success at the onset of the unit to over 90% success at its conclusion. I was excited at their success and so were the students!

Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction and understanding by design: connecting content and kids. Alexandria, VA: Association for Supervision and Curriculum Development.