Using Understanding by Design in the Culturally and Linguistically Diverse Classroom

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About

How can today's teachers, whose classrooms are more culturally and linguistically diverse than ever before, ensure that their students achieve at high levels? How can they design units and lessons that support English learners in language development and content learning—simultaneously? Authors Amy Heineke and Jay McTighe provide the answers by adding a lens on language to the widely used Understanding by Design® framework (UbD® framework) for curriculum design, which emphasizes teaching for understanding, not rote memorization.

Dedication

Acknowledgments

Introduction

Part I. Backward Design and the Role of Language Development

Fostering Deeper Learning: The Understanding by Design Framework

Promoting Language Development: Language, Learning, and Instruction

About the authors

Amy J. Heineke is an associate professor of Bilingual and Bicultural Education in the School of Education at Loyola University Chicago, specializing in teacher preparation for English learners. She earned a master's and a doctorate in Curriculum and Instruction from Arizona State University, as well as an undergraduate degree from Northwestern University.

Coming from a family of educators, Heineke started her career as a kindergarten teacher in the Roosevelt School District in Phoenix, Arizona, where she began developing her advocacy and expertise for teaching English learners. In the last 15 years, she has facilitated students' learning in both elementary and secondary classroom settings and supported a wide array of practitioners working with linguistically diverse students in English-medium and bilingual settings around the United States and Latin America.

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Jay McTighe has a varied career in education. He served as director of the Maryland Assessment Consortium, a collaboration of school districts working to develop and share formative performance assessments and helped lead standards-based reforms at the Maryland State Department of Education. Prior to that, he helped lead Maryland’s standards-based reforms, including the development of performance-based statewide assessments.

Well known for his work with thinking skills, McTighe has coordinated statewide efforts to develop instructional strategies, curriculum models, and assessment procedures for improving the quality of student thinking. He has extensive experience as a classroom teacher, resource specialist, program coordinator, and in professional development, as a regular speaker at national, state, and district conferences and workshops.

McTighe is an accomplished author, having coauthored more than a dozen books, including the award-winning and best-selling Understanding by Design® series with Grant Wiggins. He has written more than 50 articles and book chapters and has been published in leading journals, including Educational Leadership (ASCD) and Education Week.