understanding by design and differentiation · understanding by design and differentiation © 2009...

Understanding By Design and Differentiation

page 1© 2009 Jay McTighe

Understanding By Design and Differentiated Instruction:

How to Connect Content and Kids ©2010

Jay McTigheNovember 16 & November 30, 2010

Educational Research Newsletter & Webinarswww.ernweb.com ©©2010

“Big Ideas” of UbD & DIGetting to Know Learners

Session Topics

Backward Design and DIDifferentiating Assignments

and AssessmentDifferentiated Instruction

Three-Minute Pause

Meet in groups of 3 - 5 to...summarize key points.add your own thoughts. pose clarifying questions.

Q and A Options

1. Pose the question to your t d i 3 i group-mates during a 3-min.

pause.2. Submit a written question

on-line.

Research Finding…

A “guaranteed and viable curriculum is the #1 school-curriculum is the #1 schoollevel factor impacting on student achievement.”

-- Marzano, What Works in Schools



Good curriculum comes first.

“There is no such thing as effective differentiation devoid of a high quality curriculum…The teacher’s first job is always to ensure that the curriculum is coherent, important, inviting, and thoughtful. Then and only then does it make sense to differentiate that curriculum.”

-- Carol Ann Tomlinson

Teaching and assessing for under-standing enhances learning.

Underlying Assumptionsabout UbD…

g gEven good curricula can become

more effective through “back-ward design” & design standards.

Understandings are constructed in the mind of the learner.

A rich curriculum is the basis for effective differentiation.

Underlying Assumptionsabout Differentiation…

Students differ in their prior knowledge, learner profile, interests and talents.

Differentiation strategies must be feasible in the classroom.

A Differentiation Continuum

“one size

Where is your classroom? …school?

totally“one size fits all”

totally individualized

1 2 3 4 5 6 7 8 9 10

How might we make our teaching more responsive without drowning in work?

Three-Minute Pause


Curriculum Instruction Assessment

for

understanding transfer

for for

individual fit

evidenceengagement &

UbD and DI Connections

personal relevance

developed through

backward design

individual fit

in response to

readiness interests

learning profile

feedback

informing instruction

meaning making

reflection



Stage 1

Stage 2

Stage 3Di

Initial pre-assessment

fferentiate

Underlying Assumptionsabout Differentiation…

Students differ in their prior knowledge, learner styles and g y

preferences, interests and talents.

Learning is enhanced when teachers are responsive to these differences.

Diagnostic Assessments

Low-prep ideas for getting to know

your studentsat the beginning of the school year

Getting to Know Learners…

learning style

readiness interests

Getting to Know Your Students:

Letter to Your Teacher

Ask students write a letter to you describing themselves as learners. Sample prompts:

･ How do you learn best?･ What are your strengths as a learner? ･ What aspects of school do you find difficult? ･ What are your interests and hobbies?･ What is your most vivid memory?･ What do you want me to know that will help

me help you learn best?


“Bio” on an Index CardAsk students to answer ?s on an index card.For example:

What are your interests and favorite ･ What are your interests and favorite hobbies?

･ What is your most vivid memory?･ What do you want me to know that will

help me help you learn best?




Life Map

1. Create a timeline of key events in your life to date.

_____x_____x_____x_____x_____x_____

2. Plot a “future map” -- where you plan/hope to be in 5 – 10 years.

_____O_____O_____O_____


Letter from Parent

Ask parents write a letter to you describing their child? Sample prompts:

･ What are your child’s interests and hobbies?y･ In what areas of school does your child excel?

.... find most difficult? ･ How does your child learn best (e.g., listening,

observing, doing, etc.)?･ What do you want me to know that will help me

help your child learn best?


Peer Nomination Form

Have students complete a Peer Nomination form. Sample prompts:

･ Who would you ask to help you if you get stuck y p y f y gin class work or homework?

･ With whom would you prefer to work in a group? ･ Who are the most serious students in this class?

… the most creative? ･ Who could best take charge of the class if the teacher had to leave?


Paired Interviews

Have students interview a partner and introduce them to the class. Sample prompts:

• What do you like to do outside of school? • What is your favorite subject?• How do you learn best?• Tell me something that most people do not

know about you.


Learning Metaphors

I learn like a ______________________

becausebecause __________________________

So when you teach me, please

__________________________________

__________________________________


Learning Metaphors

I learn like a sponge because once my mind fills up I can’t hold any more

So when you teach me, please don’t give too much information at once, and give me some time to digest it.




Student Survey

I learn best by/when ________________

__________________________________


__________________________________

__________________________________


Student Survey

I learn best by talking with other people.people.


Let us work in groups and don’t make us always keep quiet!


Student Survey

I learn best when I know why we are learning something and how I can use it.

So when you teach me, please explainthe reason for learning things (not just that you’ll need this next year).


Best Teacher

My best teacher (so far) really helped me learn by

__________________________________

__________________________________

__________________________________

__________________________________


Best Teacher

My best math teacher (so far) really helped me learn by using various

h h d h lteaching methods to help me understand and playing games that helped us learn. Also, we had open book quizzes first and then the real quiz.


Letter to Next Year’s Teacher(s)

Your principal has asked all students to write a letter to next year’s teacher to help the teacher prepare for the newhelp the teacher prepare for the new class. Write a letter telling your new teacher about yourself as a learner. Be sure to tell what you find easy to learn, what is most difficult to learn, and howyou learn best.



“I don’t care what you know until I you know until I

know that you care.”

Three-Minute Pause


Two Big Ideas of UbD

Teach & Assess for

Understanding

3 stages of

Backward Design

g

3 Stages of Backward Design

1. Identify desired results.

2 D i bl id2. Determine acceptable evidence.

3. Plan learning experiences & instruction.

Think like an assessor, not an activity designer!

Design assessments beforeg fyou design lessons and activities. Be clear about what evidence of learning you seek.


Identify desired results.

Plan learning experiences

Determine acceptable evidence.

g p& instruction.



The UbD Template…

embodies the three stages of backward design

Understandings Essential Questions

Standard(s):

stage

1

design

provides a common format for creating and sharing curricular designs

Assessment Evidence

Learning Activities

stage

2

stage

3

Performance Task(s): Other Evidence:

The UBD 1-page template

fosters alignment:

content standards

‘big ideas’Assessment Evidence


Standard(s):

stage

1

big ideas

essential questions

assessments

learning activities

Assessment Evidence

Learning Activities

stage

2

stage

3


•

•

•

•

•• •

Activity Orientation

“Coverage” OrientationSeptember ---------------------------------------- June

Content standardsare the goals, not text coverage.

Use the textbook as a resource-- not the syllabus!



The UbD Template…

reflects a way of thinking and

l i


Standard(s):

stage

1

planning

fosters a “mental template” for effective design

Assessment Evidence

Learning Activities

stage

2

stage

3


To what extent does “backward design” and the Design Template…

1) reflect the way in which teachers in your school/district currently plan?in your school/district currently plan?

2) Have implications for curriculum planning practices (for individual teachers, teams and district-level curriculum design)?

Three-Minute Pause


The principle of

“universal design”


Standard(s):

stage

1

The UbD Template + DI

Assessment Evidence

Learning Activities

stage

2

stage

3


Assessment Evidence


Standard(s):

stage

1

How can I write the assessments so thateach student will have maximum chance


Assessment Evidence

Learning Activities

stage

2

stage

3


each student will have maximum chanceto show what he/she knows, understands, and can do?

What supports might I build in for studentsnew to English or students who havedifficulty w/ reading and writing?

How can I write the task to challenge anadvanced learner?

Is there room for student interests here?…. for their learning preferences?




Standard(s):

stage

1

How will I know who has and who lacksprecursor knowledge, understanding, & skill as the unit begins?

How will I know step by step who is with me,who is falling behind, and who is ahead of me?

Once I have that information how might I


Assessment Evidence

Learning Activities

stage

2

stage

3


Once I have that information, how might Iadjust my curriculum plans to account forvariance in student readiness?

How will I give students opportunities toconnect the content with their interests?

How will I give them a chance to work inways that work for them?

How will I be flexible in presentation, time, space,resources, groupings, homework, scaffolding?

How will I plan each lesson for the right balance of structure and independence?



2. Determine acceptable evidence.


“Unpack” Content Standards

Consider: What “big ideas” are

embedded within the standards?

content standards

You’ve got to go below the surface...

to uncover the really ‘big ideas.’



Structure of Knowledge

key concepts and

facts and skills

generalizationsand

principles

core processes

Factual Knowledge

includes...vocabulary/ terminologydefinitionsdefinitions key factual informationcritical detailsimportant events and peoplesequence/timeline

include...basic skills - e.g., decoding, drawing communication skills - e g listening

Skills

communication skills - e.g., listening, speaking, writing

thinking skills - e.g., comparing study skills - e.g., note takinginterpersonal, group skills

adaptation

Concepts -transferable ‘big ideas’

examples...

justicei tichange

energyexplorationfreedominteraction

migrationpatternspowersymbolsystems

Democratic governments must balance rights of individuals with the common good.

Principles and Generalizations

examples...

Correlation does not insure causality.

Creating space away from the ball increases scoring opportunities (e.g., in soccer, football, basketball).

Conclusions from scientific investigations must be verified through replication. Scientific

Epistemological Understandings

examples...

inquiry deliberately isolates and controls key variables and their interaction.

History involves interpretation and historians can disagree. One’s interpretation of the past may be influenced by one’s experiences, culture, philosophy, and political beliefs.



Structure of Knowledge

key concepts and

facts and skills

generalizationsand

principles

core processes

“We turn now to the questions of how experts’ knowledge is organized…Their knowledge is not simply a list of facts and f l th t l t t th d i

research onLearning and Cognition

formulas that are relevant to the domain; instead, their knowledge is organized around core concepts or ‘big ideas’ that guide their thinking about the domain.”

- Bransford, et. al., How People Learn, p 24

“Learning with understanding is more likely to promote transfer


more likely to promote transfer than simply memorizing information from a text or a lecture.” - Bransford, et. Al., How People Learn, p 224

If the textbook contains the answers, then what were the questions??

Sample Essential Questions:

How does art reflect, as well as shape, culture?

How are “form” and “function” related How are form and function related in nature?

In what way do effective writers hookand hold their readers?

Who were the “winners” and who werethe “losers” in _____________________?the Industrial Revolution



Everything we do in this courseaddresses one or more of the following questions:

U.S. History: WW II to Present

What is the story of American history?

How do historians construct and evaluate the stories they tell?

Why study history?

How can my cultural awareness enhance my language learning and vice versa?

The Peace Corps –Language Training

What are different language learning styles?

How do I determine my language learning style?

adaptation‘Big Idea’ Understanding:Living organisms have developed adaptive mechanisms to enable them adaptive mechanisms to enable them to survive in harsh environments.

Essential Question:In what ways do living organisms adapt to survive in harsh environments?

‘Big Idea’ Understanding:Great literature from various cultures explores enduring themes and reveals

world literature

explores enduring themes and reveals recurrent aspects of the human condition.Essential Question:How can stories from other places and times be about me?

‘Big Idea’ Understanding:Statistical analysis and display often reveal patterns in data enabling us to

predictive statistics

reveal patterns in data, enabling us to make predictions with degrees of confidence. Essential Question:Can you predict the future? What will happen next? How sure are you?

‘Big Idea’ Understanding:Available tools and technologies influence the ways in which artists

artistic expression

influence the ways in which artists express their ideas.Essential Question:Where do artists get their ideas? What factors influence artistic expression?



‘Big Idea’ Understanding:True friendship is revealed during hard

friendship

True friendship is revealed during hard times, not happy times.

Essential Question:Who is a ‘true friend’ and how will you know?

‘Big Idea’ Understanding:• Humans process both verbal and non-verbal messages simultaneously.

verbal & non-verbalcommunication

g y• Your communication becomes more effective when verbal and non-verbalmessages are aligned. Essential Question:What makes a great speaker great?How do great speakers use non-verbals?

Three-Minute Pause


Essential Questions

When and how should diff ti twe differentiate

within the UbD framework?



Should be Differentiated

“Color Key” to differentiation in backward design

Should rarely be Differentiated

May need some Differentiation

Established Goals

g

u q

Essential Questions


Established Goals (e.g., Content Standards)

Differentiation in UbD - Stage 1

However:O d d i

k sKnowledge Skills

Open-ended questionsallow for diverse responses.


What is a number?

Can everything be measured? Can everything be measured? …quantified?

What are the limits of mathematical modeling?


How do we know what reallyhappened in the past?happened in the past?

Whose “story” is it?

Is history inevitably biased?


How do effective writers hook and hold their readers?

What makes a book “great”?

How do good readers figure out the author’s meaning when they don’t know all the words?


What is “wellness?”

How do you hit with greater power without losing control?

How can feedback help you improve?



Established Goals Essential Questions




However:O d d i

Knowledge Skills

Pre- and on-going assessments may reveal skill orknowledge gaps needing instructional interventions,and suggest needed enrichment experiences for the advanced learners.

Open-ended questionsallow for diverse

responses.

Three-Minute Pause






Think “Photo Album” versus “Snapshot”

Sound assessment requires multiple sources of evidence, collected over time.

Gather evidence froma Range of Assessments

authentic tasks and projectsacademic exam questions, academic exam questions, prompts, and problemsquizzes and test itemsinformal checks for understanding student self-assessments

Match the Assessment Evidencewith the Learning Goals

=



Match the Assessment Evidence with the Goals(s) What is Understanding?

Focus on evidence.

Students should be presumed

Consider a judicial analogy:

Students should be presumedinnocent of understanding until proven guilty by a preponderance of evidence.

Evidence of Understanding...

requires the student to:

Applyto novel situation

(‘authentic’ context)

Explainsupport, justify

theorize, defend

Facet #1: Explanation

To understand is to know not only what and when but whyand how.

The student must not just do, they must explain and support (the dissertation and its defense).

example:Teach a Lesson

You have been asked to help a third grader understand the economic concept of “supply and demand” concept of supply and demand . Design a plan for a 5 minute lesson. You may wish to use examples (e.g., Beanie Babies or Pokemon cards), visuals, or manipulatives to help them understand.



Imagine that you are an elderly tribal member who has witnessed

example:

Tell a Story

tribal member who has witnessed the settlement of the plains by the “pioneers”. Tell a story to your granddaughters to show the impact of the settlers on your life.

You are a member of Holden Caulfield’s case-review committee at the hospital from which Holden is telling his story. Your task is to write:

example:What’s Wrong with Holden?

is to write: 1) a diagnostic report for the hospital, and2) a letter to Holden’s parents explaining what’s wrong with him. Base your analysis on Holden’s own words.

You have been hired by a day care agency to fence in an area to be used for a play area. You have been provided with 60 feet of fencing (in 4’ sections) and a 4’ gate. How can

example:Day Care Center

fencing (in 4 sections) and a 4 gate. How can you put up the fence so the children will have the maximum amount of space in which to play?

Submit your plan for the playground area. Include a diagram, your calculations, and a summary of why this is the best design.

example:State Tour

The State Department of Tourism has asked your help in planning a four-day tour of (your state) for a group of foreign visitors. (y ) g p gPlan the tour to help the visitors understand the state’s history, geography and its key economic assets.

You should prepare a written itinerary, including an explanation of why each site was included on the tour.

example:

Mail-Order Friend

Imagine that you could order a friendfrom a mail-order friends catalog Before from a mail order friends catalog. Before ordering, think about the qualities that you value in a true friend. Then, make sure that you speak clearly so that the salesperson will know exactly what type of person to send you.

example:Making the Grade

Your math teacher will allow you to select the method (mean, median or mode) by which your quarterly grade will be y y q y gcalculated.

Review your grades for quizzes, tests, and homework to decide which measure of central tendency will be best for your situation. Write a note to your teacher explaining why you selected that method.



Designing Task Scenarios

What is the goal in the scenario?What is your role?Who is the audience?

G

R

AWhat is your situation (context)?What products/performances will

you prepare?By what standards (criteria) will

your work be judged?

A

S

P

S

“Practicing for a

Mistaking the measure for the goal

standardized test is like practicing for your physical exam!”

Three-Minute Pause


Essential Questions

How might we iblresponsibly

differentiate student assessments?


t oe

Needed Evidence

Performance Tasks Other Evidence

sEvaluative Criteria/ Scoring Rubric (s)


t oe

Needed Evidence


sKey Criteria/ Scoring Rubric (s)




t oe

Needed Evidence




t oe

Needed Evidence

Performance Tasks

Open-ended, “authentic” performance tasks offeropportunities for valid differentiation via variety


opportunities for valid differentiation, via variety in roles, audiences, scenario, products and performances.


t oe

Needed Evidence


Open-ended, “authentic” performance tasks offeropportunities for valid differentiation via variety

Key Criteria/ Scoring Rubric (s)

s

opportunities for valid differentiation, via variety in roles, audiences, scenario, products and performances.

Scoring criteria should be roughly the same forall, even if our expectations appropriately vary, given the evidence needs implied by STAGE ONE.

Stage 1 – Design TemplateEssential Questions



g

u q• A balanced diet contributes to mental and

• What is healthful, balanced eating?

Students will use a knowledge of nutrition to plan appropriate diets for themselves and others.

Standard 6-c

Knowledge Skills

k s

contributes to mental and physical health.• Poor nutrition leads to various health problems.

balanced eating?• What causes poor eating habits? What results from poor eating?

• nutrition vocabulary• USDA Pyramid guidelines• nutrition-related health problems

• interpret nutrition info.on food labels• analyze & evaluate diets• plan a balanced diet

Stage 2 – Design TemplateEssential QuestionsPerformance Tasks Other Evidence

t oeYou Are What You Eat:Create a brochure on “healthful” eating.Camp Menu: Design a 3-day menu for

l d k E l i

• Quiz on the USDA Food Pyramid guidelines

• Quiz on reading food labels

Evaluative Criteria/ Scoring Rubric (s)

s

meals and snacks. Explain why your menu plan is both healthy and tasty.

• Test on health problems caused by poor eating.

Stage 2 – Design TemplateEssential QuestionsPerformance Tasks

Since our class has been learning about nutrition, you have been asked to create an illustrated brochure to teach about the importance of good nutrition forabout the importance of good nutrition for healthful living. Your brochure should explain a balanced diet and show the difference between healthy and unhealthy eating. Show at least two health problems that can occur as a result of poor eating.



Differentiation in UbD - Stage 2Essential QuestionsPerformance Task - GRASPS

Goal

Role

AudienceAudience

Product/ Performance

Scenario

Standards (criteria)


Goal - explain “healthy” eating

Role - student informing peers

A di d 5 8 Audience - grades 5 - 8

Product/ - illustrated brochure Performance - written + oral

explanation

Scenario - “teach a lesson”



Role - student teaching primary kids

Audience - grades K - 2

Product/ - picture book Performance - oral explanation

Scenario - “teach a lesson”



Role - expert informing teens/adults

Audience - teens and adults

Product/ - written brochure w/ Performance - written explanation

Scenario - informative brochure

Differentiating Tasks

Products/performances

Structuralvariables

Student Interests

What do you Know about___?

Product Tic-Tac-Toe

What do you Want to know?

What have you Learned?

Written Visual Oral

? ?

?? ???

?

written




Product Tic-Tac-Toe



Written Visual Oral

PosterEssay Teach a Lesson

? ?

?? ???

?

written

PoliticalCartoon

Concept Map

Letter to Editor

ExecutiveSummary

Lesson

Book Talk

Elevator Talk


Product Tic-Tac-Toe



Written Visual Oral

PosterEssay FREE

? ?

?? ???

?

written

PoliticalCartoonFREE

ExecutiveSummary

Book Talk

FREE Elevator Talk

Three-Minute Pause




Structuralvariables

Student Interests



Structuralvariables

Student Interests



Stage 2 – Design TemplateEssential QuestionsPerformance Tasks Other Evidence

t oeYou Are What You Eat:Create a brochure on “healthful” eating.Camp Menu: Design a 3-day menu for

l d k E l i

• Quiz on the USDA Food Pyramid guidelines

• Quiz on reading food labels

Evaluative Criteria/ Scoring Rubric (s)

s

meals and snacks. Explain why your menu plan is both healthy and tasty.

• Test on health problems caused by poor eating.

• effectively illustrates a balanced diet• clearly shows differences between healthy & unhealthy diets• accurately explains two nutritionally-related health problems• well crafted products and polished performances

Differentiation Within AssessmentStage 1 – Desired Results

Stage 2 –Assessment Evidence

Content Standard(s)Understanding(s)

Criteria Implied

Performance Task

ProductCriteria

product & performance

options

ContentCriteria

Implications for Rubrics

Important to distinguish between:

Content Understanding


Quality

Implications for Rubrics

Important to distinguish between:

Content Understanding


Quality



Three-Minute Pause


Essential Questions

How might we grade and report standardsand report standards-

based achievement fairly and honestly?

Norm Referenced:Student performance compared to a norm group of other students who took the test.

Something to think aboutEvaluation and Grading

“Grading on a curve pits students against one students against one another. Learning becomes a game of winners and losers.”

Tom Guskey

Criterion Referenced:Student performance is compared to established performance standards based on criteria.

A Moral Obligation!

Students, parents and others deserve to know the extent to which a learner has achieved agreed-upon learning goals.

“Honesty is the Best Policy in Grading”



Something to think aboutEvaluation and Grading

“Letter grades per se are not the problem Using a not the problem. Using a single letter grade with no clear meaning is a problem.”

Grant Wiggins

Documenting and Celebrating Performance and Progress

criterion-basedperformanceperformance

andprogress

(“best” times)

3 P’s of Grading & Reporting

performance

progress process

based on criteria and performance standards


performance

progress process

work habitseffortattitude



performance

progress process

work habitseffortattitude



performance

progress process

progressimprovement



Three-Minute Pause






Stage 1 - Desired Results

Other Evidence:Stage 2 - Assessment Evidence

Established Goals/ Content Standards


Knowledge Skill

Differentiation in UbD

Synthesizing Activity:

Summarize the key ideas of this session as

t d b th lPerformance Tasks

Other Evidence:Stage 3 - Learning Plan

Other Evidence

Key Criteria

represented by the color-Coded UbD “backward design” Template.

Differentiation in UbD - Stage 3Essential QuestionsLearning Plan

• use diagnostic assessments to check for prior knowledge, interests, etc.

• allow student choice - e.g., resources,process, products/performancesp , p p f

• sub-group for skills lessons• provide varying degrees of support -

e.g., graphic organizers, outlines• student support systems - e.g., reading

buddies, review partners, etc. • flexible grouping by interest or style

Differentiating for Diverse Learners

Content

Process Product

Present in various modalities

Provide texts atvarious reading

levels

Link contentto students’

Use flexible groupings

DifferentiatingC t tto stude ts

interests

Provide organizers &strategic aids

Teach both “whole to part”

and “part to whole”

groupingsContent



Use interest & talent based

groupings

Use GRASPS to tailor tasks and

assignments

Teach “tiered”

Use jigsawstrategy

DifferentiatingProcess & tiered

lessons

Allow studentchoices in work mode

Allow studentchoices on

products

strategyProduct

Stage 1

Stage 2

Stage 3Di


fferentiate

The logic of design vs. the sequence of teaching.

Design/ Planning

Teaching/Learning

O W

HT H

EE

T

R

Organize by W. H. E. R. E.T.O.

W =Where are we headed? why? H =How might we “hook” the students?E =How will we help students explore the

“big” ideas and equip them for performance? big ideas and equip them for performance? R =How will we provide opportunities to

rethink, rehearse, refine and revise?E =How will help students evaluate their own

performance and reflect on their learning?T =How will we tailor/personalize instruction?O =How will we organize and sequence work?

“W” from the students’ perspective

How will you help students know where they have come from: assess prior knowledge and interests; and where they are headed and why: orient them toward purpose of work, key assignments, performance tasks, and the criteria by which their work will be judged?



Whereto example –a ‘model’ bulletin board

4 ..........................

3 ..........................

2 ..........................

1 ..........................



4 ..........................

3 ..........................

2 ..........................

1 ..........................

Stage 1


culminating – typically occur at theconclusion of instruction

f d f k l d

Summative Assessments

assess for degree of knowledge orskill proficiency

evaluative in nature

Examples: final exam, test, performance task,culminating project or performance, portfolio

ongoing assessmentsprovide feedback to teachers and

students

Formative Assessments

inform adjustments – the key toimprovement

Examples: quiz, questioning, observation,draft work, “think aloud,” dress rehearsal,portfolio review



precede instructionassess students’ prior knowledgecheck for misconceptions

Diagnostic (Pre-) Assessments

check for misconceptionsreveal interests and/or learning stylesprovide information to assist teacher

planning and guide differentiation

Examples: pre-test, survey, skills check, K-W-L

New Learning depends upon

PRIOR KNOWLEDGE

New learning depends upon

PRIOR KNOWLEDGE

“The contemporary view of learning is that people construct


learning is that people construct new knowledge and under-standing based on what they already know and believe.”

-continued

“A logical extension of this view is that teachers need to pay attention to


the incomplete understandings, the false beliefs, and the naïve renditions of concepts that learners bring with them.”

- Bransford, et. Al., How People Learn, p 10

No teaching beforepre-assessment



precede instructionassess students’ prior knowledgecheck for misconceptions

Diagnostic Pre-Assessments…

check for misconceptionsreveal interests and/or learning stylesprovide information to assist teacher

planning and guide differentiation

Examples: pre-test, survey, skills check, K-W-L

1

1. K-W-L2. Pre-test (non graded)

- fact/concept test

Diagnostic Pre-Assessments…

1.- fact/concept test- “transfer” test

3. Skills Check 4. Web/Concept Map5. Misconception Check


K–W–L Chart

Diagnostic Pre-Assessment



?

?



True–False Check

1

1. Analytic rubrics provide more detailed feedback than holistic rubrics.

2 Teachers should not give rubrics to students

T1.2. Teachers should not give rubrics to students.

That’s like giving away the answer key.

3. Rubrics should not be used for grading.

4. An even-numbered rubric scale will help guardagainst “gravitation to the mean.”

5. Students can use rubrics for self assessment.

FF

TT

Chris wants to decide which of two spot removers is best. First, he tried Spot Remover A on a T-shirt that had fruit stains and chocolate stains. Next he tried Spot Remover B

example:Spot Remover

chocolate stains. Next, he tried Spot Remover B on jeans that had grass stains and rust stains. Then he compared the results.

What did Chris do wrong that will make it hard for him to know which spot remover is best?

- adapted from The Kentucky SDE

Attribution Theory

CLIMATE

comfort safetyacceptance

physical

psychological

teacherpeers

Attribution TheoryTASK

utility/ l

perceived capacity to

succeed

clarity relevance

• clear goals• known tasks

• public criteria• models

• big ideas• essential ?s

• authentic tasks• personal/cultural

connections

• responsiveteaching

• personalizedsupport

• celebrating achievement

& growth

keel

How does UbD functionlike the keel of a sailboat?

How does UbD function like the keel of a sailboat?

It provides stability when It provides stability when sailing.

It buffers the effects of strong winds and currents.

It helps you stay on course.



dd

sails

How does Differentiated Instruction function like the rudder and sails?

rudder

How does Differentiated Instruction function like the rudder and sails?

It allows us to be responsive to unpredictable conditions (i.e., kids and context).

It guides needed adjustments as we make our way.

Ideas for Action

Think big.S llStart small.Go for an “early win”.

Ideas for Action

Voluntary book study.

Try 1-2 UbD and/or DI ideas Try 1 2 UbD and/or DI ideas in an upcoming unit and report the effects.

Plan 1 UbD unit (including 1 DI strategy) this semester.

Work Smarter, Not Harder

• UbD Exchange website –http://ubdexchange.ascd.org

• Electronic design tools and templates• Electronic design tools and templates• Searchable database of UbD units • Hot links to supportive websites• Online tutorials and self-assessments• Online feedback and peer review• Ask the Authors section

Sound familiar...?

Lack of resources



Synthesis Session

individually…Review your notes and handouts and identify 2-3 interesting or useful ideas identify 2 3 interesting or useful ideas that you gained from this session.

with your group...Briefly share one of your ideas and listen to others.

understanding by design and differentiation · understanding by design and differentiation © 2009...

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