2.+Learning+Model+Comparison

Our group compared and contrasted differentiated instruction and Understanding by Design. The following is an explaination of both models, complete with a diagram outlining key concepts, followed by a comparison of the two models.

Definition: Differentiated instruction is that a teacher proactively plans varied approaches to what students need to learn, how they will learn it, and/or how they can express what they have learned in order to increase the likelihood that each student will learn as much as he or she can as efficiently as possible. // (Tomlinson, 2003, p. 151) // The Differentiated Instruction Theory is a constructivist learning model, as it is student centered. By understanding the fact that every student has different needs and learns uniquely, the differentiated instruction approach focuses on ensuring that each student has multiple options to learn and apply new information. When implementing this theory educators must be extremely flexible in their teaching and comfortable with adjusting their lessons and curriculum to suite their students needs. Teachers must evaluate the students background knowledge, readiness, and learning styles before deciding the three main components that can be changed when differentiating instruction. The three elements of differentiated instruction that can be changed are content, process and product. By effectively differentiating instruction teachers ensure that they are maximizing their student's academic growth and success at the students individual learning process. //Research found and summarized on the CAST website on July 17, 2009 [] //
 * Differentiated Instruction**

=DIFFERENTIATED INSTRUCTION=



Constructivism is an approach to teaching and learning based on the premise that cognition (learning) is the result of "mental construction." In other words, students learn by fitting new information together with what they already know. Constructivists believe that learning is affected by the context in which an idea is taught as well as by students' beliefs and attitudes.
 * Understanding by Design**

Understanding by Design Understanding by Design focuses on **“Understanding”.** •Explains common practices that interfere with understanding. •Explains a backward design process to avoid common problems. •Proposes an approach to curriculum designed to engage students in inquiry & “uncovering” ideas. •Proposes a set of design standards for achieving quality control in curriculum & assessment designs.

•move from “covering the curriculum” to “creating curriculum” and understanding with technology.
 * Focus on Instruction or the Approach**

//Research found on July 17, 2009 at [] by Design Teaching EllenMeier CTSC.pdf//

=UNDERSTANDING BY DESIGN= =Stages of Backward Design =

Stage 1 Desired Outcome
= ↓ = = ↓ =
 * Stage 2 Assessment Evidence **
 * Stage 3 Learning Plan **

**COMPARATIVE ARTICLE**
The differentiated instruction model and the Understanding by Design model are both similar in that they both take on a constructivist approach, meaning they are both student centered. Both of these models also adapt to individual learning styles, which is beneficial to the student as it accommodates his/her learning preferences. However, differentiated instruction adapts the curriculum to each individual student, where as Understanding by Design focuses the curriculum on the whole class. Understanding by Design engages students through answering essential questions and strives for enduring understanding. Differentiated instruction engages students through his/her learning styles and integrates multiple intelligences into the curriculum. Both constructivist theories incorporate 21st century fluencies and used together effectively provide a well rounded learning experience for the student.

**COMPARATIVE CHART**

 * ~ Comparison Criteria ||~ Differentiated Instruction ||~ Understanding by Design ||
 * < Student Centered ||< Yes, instruction is directed specifically to how the individual student learns. ||< Sort of, as long as the teacher when planning the learning uses student-centered activities to disseminate the information. ||
 * < Ease of Adopting with Existing Curriculum ||< Yes, but it requires the teacher to reevaluate each time the course is taught based on the students enrolled. There is no create and done with this model. ||< No, a teacher would need to overhaul the curriculum because of the backward design of UBD. It requires a lot of upfront time commitment to implement effectively. ||
 * < 21st Century Fluencies ||< Yes, easy to embed the fluencies into the curriculum as long as they are appropriate to the individual student. ||< Yes, easy to embed the fluencies into the curriculum as long as they are part of the essential questions established at the beginning of the process. ||