Review: Integrating Differentiated Instruction and Understanding

Garelick, B. (2010, July 1). Learning by text or context? [Review of the book Integrating Differentiated Instruction and Understanding by Design by C.A. Tomlinson and J. McTighe]. Educational Horizons, 88(4) p.199-202. P.Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=508174753&site=ehost-live


Summary: Garelick summarizes the main points of text by stating his agreement with Tomlinson and McTighe's methods regarding Understanding By Design and it's usefulness in Differentiated Instruction. Using tools such as backward planning, using non-rigid learning structures, and lessening focus on "drill and kill" exercises, students develop critical thinking skills by emphasizing the process rather than the product, making it easier to customize and adjust the tasks at hand to help the students reach the end result and meet common standards.

Effective learning of the material is assessed, not just on being able to achieve the correct answer, but mostly on being able to use the same processes learned in determining the solution in a different context, across fields of study. However, Garelick makes sure to point out that the authors seem to encourage the use of the "sink or swim" method, inundating students with material that may be completely over their heads with the assumption that if they can swim, they can begin learning more difficult tasks, and if they sink, they obviously need remedial training.

Reflection: I typically would not post a book review, but Garelick summarizes the main points of this book very effectively and I believe it is important to note his objection to some of the author's recommended tactics, though most of his writing is high praise for their newer methods of thinking, focusing on an organic learning experience, rather than a contrived experience.

Having suffered from the "sink or swim" method, myself, as a student, I think it is an excellent example of how differentiated instruction of this type, and learning by design, are definitely more relevant than the archaic systems that have been used for over a century, but they still have a long way to go in meeting the needs of all students without overwhelming, confusing, and frustrating students to the point where distinterest is the least of their problems, and a general hatred of the subject or resentment of the instructor, by proxy, can occur. I believe it is important to learn from this observation to better meet the learning needs of all students.

Posted by Kara Carter