Developing a KUD The Entry Point to Differentiation

“Stop asking me if we’re almost there! We’re nomads, for crying out loud!”

CLARITY ABOUT CURRICULUM If a teacher isn’t clear about what all students should (know)

KNOW Facts, names, dates, places, information UNDERSTAND Essential truths that give meaning to the

KNOW What K, U, and D stand for Characteristics of K, U, and D

Unpacking the KUD § What K, U, and D stand for § Characteristics of

KUD Sort § Categorize the statements in your envelope as Know Understand Do §

Developing Statements of Understanding § Consider interdisciplinary connections § Opportunities for multiple exposures –

Developing Statements of Understanding § Start with one-word concepts – Structure – Patterns –

Work with Your Team § Identify an Understand you will all work toward. §

Individually § Select a unit/lesson/topic from your column on the chart. § Develop the

TTYN How will starting with the KUD change the way you plan for and

The Tip of the Iceberg § Roadmap for a unit § Start small §

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Developing a KUD The Entry Point to Differentiation Waukee Middle School January 11, 2010 Mary Schmidt, Gifted Education Consultant mschmidt@aea 11. k 12. ia. us Heartland AEA 270. 0405 ext. 14375

“Stop asking me if we’re almost there! We’re nomads, for crying out loud!”

CLARITY ABOUT CURRICULUM If a teacher isn’t clear about what all students should (know) understand be able to do when the learning experience ends, he or she lacks the vital organizer around which to develop a powerful lesson. --Tomlinson, 1999

KNOW Facts, names, dates, places, information UNDERSTAND Essential truths that give meaning to the topic Stated as a full sentence BE ABLE TO DO Skills (basic skills, skills of the discipline, skills of independence, social skills, skills of production Verbs or phrases

KNOW What K, U, and D stand for Characteristics of K, U, and D statements UNDERSTAND The KUD provides essential clarity about high level outcomes for all students. Differentiation is best accomplished at the intersection of our knowledge of students and clearly defined learning outcomes. BE ABLE TO DO Classify statements as K, U, or D Create a KUD for a unit

Unpacking the KUD § What K, U, and D stand for § Characteristics of K, U, and D statements

KUD Sort § Categorize the statements in your envelope as Know Understand Do § Check your answers

Developing Statements of Understanding § Consider interdisciplinary connections § Opportunities for multiple exposures – Within a discipline – Across disciplines – To connect disciplines

Developing Statements of Understanding § Start with one-word concepts – Conflict – Loyalty – Relationships § Combine concepts to make broad true statements (generalizations) – Divided loyalties create conflict. – Conflict can damage or strengthen relationships.

Developing Statements of Understanding § Start with one-word concepts – Structure – Patterns – Order § Combine concepts to make true statements (generalizations) – Patterns create structure. – Order occurs as a result of a variety of structures. – The order experienced depends on the application of available structures.

Work with Your Team § Identify an Understand you will all work toward. § By content area identify the units/lessons/topics that would help develop that understanding. § Complete the chart.

Individually § Select a unit/lesson/topic from your column on the chart. § Develop the Know and Do that are specific to that unit/lesson/topic and will move your students toward the Understand. § Develop additional Understands as needed. These might be content-specific. § Look at the examples in the packet.

TTYN How will starting with the KUD change the way you plan for and deliver instruction in your classroom?

The Tip of the Iceberg § Roadmap for a unit § Start small § Study Differentiation in Practice 5 -9 § Novice to expert requires practice § KUD is essential to quality differentiation § Makes pre- and formative assessment more focused