While differentiated instruction and standards-based learning may seem like cont

While differentiated instruction and standards-based learning may seem like contradictory terms, consider the assertion in the McTighe and Brown (2005) article that “a genuine balance between educational standards and individualized approaches to teaching and learning is both possible and necessary” (p. 235). Using information from Chapter 10 in the course text, as well as other Learning Resources from this week, how might you respond to the following essential questions posed by McTighe and Brown at the beginning of the article:
How can teachers address required content and grade-level performance standards while remaining responsive to individual students?
Can differentiation and standards coexist?
How do teachers maintain standards without standardization?
Consider the media segments you viewed this week as well as Week 3’s media segment of McTighe’s “Understanding By Design Workshop, Part 1” and how these examples—as well as your own examples from your Course Project: Part 1—Interdisciplinary Unit Plan—may support your response.
Post a thoughtful, cohesive response to the essential questions posed by McTighe and Brown (2005) and include examples from this week’s Learning Resources to support your response. As further support for your argument, share some of your ideas for learning activities and assessment and instructional practices (including differentiation) that you will include in your Interdisciplinary Unit Plan. Seek advice and input from your colleagues on any areas of concern you may have about your Interdisciplinary Unit Plan.
The following are the interdisciplinary standards being addressed:
Standards should make it
clear what students should understand at each grade level. Standards are
objectives for proficiency. In my Interdisciplinary Unit Plan, I will be
addressing three standards, two from science and one from English. The standards
for science will be Standard 7.EC.5: The student will demonstrate an
understanding of how organisms interact with and respond to the biotic and
abiotic components of their environments. Within that standard, the students
will focus on two learning objectives which are: 1.) Develop and use models to
describe the characteristics of the levels of organization within ecosystems;
2.) Analyze and interpret data to predict changes in the number of organisms
within a population when certain changes occur to the physical environment. Rhe
other scince standard will be: 7.S.1 The student will use the
science and engineering practices, including the processes and skills of
scientific inquiry, to develop understandings of science content. The
English/Language Arts standard that will be address is: SCELA.1 Formulate
relevant, self-generated questions based on interests and/or needs that can be
investigated. 1.1 Develop questions to broaden thinking on a specific idea that
frames inquiry for new learning and deeper understanding.