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Amy J. Heineke and Jay McTighe
Table of Contents
About the Authors
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.
Readers will learn
Student profiles, real-life classroom scenarios, and sample units and lessons provide compelling examples of how teachers in all grade levels and content areas use the UbD framework in their culturally and linguistically diverse classrooms. Combining these practical examples with findings from an extensive research base, the authors deliver a useful and authoritative guide for reaching the overarching goal: ensuring that all students have equitable access to high-quality curriculum and instruction.
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Study Guide
Product No: 118084
ISBN-13: 978-1-4166-2612-1
Availability: July 2018
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This is not a member book.
Amy 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.
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Jay McTighe, served as director of the Maryland Assessment Consortium, a state collaboration of school districts working together to develop and share formative performance assessments. Prior to this position, he was involved with school improvement projects at the Maryland State Department of Education where he directed the development of the instructional framework, a multimedia database on teaching.
Cultural diversity | literacy
Understanding by Design | diverse classrooms and schools | achievement gap | culturally responsive teaching | English language learners | literacy
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