I once went to a Cambridge lecture where an adorable character spoke about the differences between ‘biochemical physics’, ‘physical biochemistry’ and ‘biophysical chemistry’ (or something like that). This book does the same thing—it re-packages existing theories in grandiose nomenclature. The result is confusing and pointless.
Re-hash of everything we’ve learned in teacher training so far.
200 pages, ★★
I’m being overly critical of this book because it’s not on my university reading list.
This book integrates two existing educational models: Differentiated Instruction (DI) and Understanding by Design (UdB). Both are referred to by acronyms throughout.
- DI = foreground, teaching, corollaries, schools, students;
- UbD = background, curriculum, axioms, content, learning.
(Confused? Me too. If you were to read the endless pages that describe where DI stops and where UbD begins, you’d be even more confused.)
Aside from complicated jargon, this book contains nothing new! The “6 Facets of Understanding” are just a reinvention of Bloom’s taxonomy. The “GRASPS Frame” for creating assessments is just a rehash of PEEL practices that are relevant to testing (get the students involved, get them to own the test, create the test, give them choices, etc.) Everything about DI and UbD was explained clearer and earlier by other people!
This book focusses so much on the uniqueness of DI and UbD that it frequently descends into senselessness. Here’s an excerpt:
Corollaries to Axiom 6
• A routine part of collaboration in academically diverse classrooms should occur between teachers and specialists who have expert knowledge about student needs and instructional approaches most likely to respond to those needs.
Why not just say, “teachers should seek advice from superiors when needed”? Big words don’t make you clever. All this book taught me is that several educational reform movements are all moving in the same direction. That, at least, is worth knowing. ★★