Integrating Understanding by Design Differentiated Instruction Learning happens

Integrating Understanding by Design & Differentiated Instruction

“Learning happens within students not to them. ”

Ub. D focuses on what we teach and what assessment evidence we need to collect n Its primary goal is delineating & guiding application of sound principles of curriculum design. n Ub. D is predominantly (although not solely) a curriculum design model. n

DI DI focuses on whom we teach, where we teach, and how we teach. n Its primary goal is ensuring that teachers focus on processes and procedures that ensure effective learning for varied individuals. n DI is predominantly (although not solely) an instructional design model. n

One without the other n If we had the most elegant curriculum and it missed the mark for students of learning disabilities, highly advanced learners, students with limited English proficiency, young people who lacked economic support, kids who struggle to read, etc. , the curriculum would fall sort of its promise.

One without the other n On the other hand, if we were the most effective disciples of flexible grouping, interest-based instruction, responsive environments, and a host of instructional strategies that allow us to attend to learner variance but used those approaches in the absence of powerful curriculum, our classrooms would fail to equip students with the ideas and skills necessary.

Quality Curriculum & Quality Instruction Quality classrooms evolve around powerful knowledge (Ub. D) that works for each student (DI). n Ub. D and DI provide structures, tools, and guidance for developing curriculum and instruction based on our current best understandings of teaching and learning. n

While science, medicine, & technology grow, has education even changed? (Would you want to use medicine from the 30’s? ? ? ) Education in the 1930’s n n n All students should be able to master the curriculum in the same way at the same time Single textbook with a single test at the end of the unit & MP. All students use the same grading system whatever their starting point at the beginning. Curriculum based on facts and skills far removed form any meaningful context Teacher-led classes where teachers work harder & more actively than the students Schools prepare students more for test than for life.

Myth about DI Myth - Differentiation does not advocate “individualization. ” It is overwhelming to think that it might be a teacher’s job to understand fully the needs of every singles student. n Reality - Classroom teachers can work to the benefit of many by implementing patterns of instruction likely to serve multiple needs. n

Myth about DI Myth - DI is disorderly & chaotic. n Reality – Effective differentiated classrooms include purposeful student movement and some purposeful student talking. As teachers become more of the facilitator they exert more leadership not less. n

What Is DI? n A differentiated classroom provides 1. different avenues to acquiring content, to processing or making sense of ideas, and 2. to developing products so that each student can learn effectively.

Patterns for Integration i. iii. iv. v. Build individual relationships Incorporate small-group teaching High Expectations (teach to the high end) Offer more ways to explore and express learning. Regularly use informal assessments to monitor student understanding

Patterns for Integration (cont’d) VI. VIII. IX. X. Teach in multiple ways Use basic reading strategies Allow working alone or with peers Use clear rubrics that coach for quality not necessarily quantity Encourage diversity

Elements of Differentiation n n Teacher focuses on essential concepts, principles, and skills Teacher attends to student differences in Readiness, Interest, and Learning styles* Assessment & Instruction are inseparable Teacher modifies content, process, & product based on (R. I. L. above) Students share in the learning process & thus the classroom becomes student-centered. *learning styles defined by Let Me Learn Process™ described later

n “Children already come to us differentiated. It just makes sense that we would differentiate our instruction in response to them. ”

Backward Design & DI (Stage 1) Stage 1: Identify desired results. DI – desired results & content standards do not change from student-to-student. n However, students may differ in their prior knowledge & skill levels. Instruction should address gaps. n

Backward Design & DI (Stage 2) n n Stage 2: What assessments will provide evidence for the identified knowledge, skills, and understandings? DI – the particulars of an assessment can be tailored to accommodate the uniqueness of students. Although we may offer students options to show what they know and can do, we must use the same criteria in judging the response. In other words the criteria are derived from the content goal, not the response mode.

Backward Design & DI (Stage 3) n Stage 3: develop teaching & learning plan to help students achieve the desired results of Stage 1 and equip them for their “performances of understanding” in Stage 2. DI- uses a variety of specific approaches to meet the needs of the diverse learner. (see Figure 3. 3)

DI & the Sin of Activity-Focused Teaching “some sort of activity” n A fuzzy sense of the essentials results in fuzzy activities, which in turn results in fuzzy student understanding, if any at all. n Have a firm sense of what makes a solid, powerful lesson before you make multiple versions of it. n

“If we see ourselves as teachers of curriculum, we have forgotten half of our professional role. We are also teachers of human beings. The essence of our job is making sure that the curriculum serves as a catalyst for powerful learning for students, who with our guidance and support, become skilled in and committed to the process of learning. ” (Tomlinson & Mc. Tighe, 2006)

Differentiated Assessment Pre-Assessments n Choice n Feedback n Self-Assessment n

Pre-Assessments Need a sense of the learner’s starting point n Should focus on essential knowledge, understanding, and skill. n Should not be graded. n Used to form instructional groups, assign appropriate tasks, locate appropriate learning materials, etc. n

Offer Appropriate Choices n n n Just as students differ in their preferred ways of taking in and processing information, so do they vary in the manner in which they best demonstrate what they have learned. Some students need to “do, ” whereas others thrive on oral explanations. Some excel at visual representations; others are adept at writing Remember: the criteria are derived from the content goal not the response mode.

Provide Feedback: Early & Often n n In order to be effective, feedback must be timely, specific, understandable, and allow for adjustment. A number or letter grade does not advance learning. The Test – Can the learner tell specifically from the given feedback what they have done well and what they could do next time to improve? Refine, Revise, Retry – Learners need opportunities to act on feedback.

Self-Assessment & Reflection Most effective learners are metacognitive. n They are mindful of how they learn, set personal learning goals, regularly selfassess and adjust, and use productive strategies to assist their learning. n Increases student ownership in the learning process. n

Let Me Learn™ Advanced Learning system through which an individual finds out how to recognize & express who he or she is as a learner. n The Learner is taught how to use learning to achieve success with any learning task or assignment. n Four Learning Patterns (Sequential, Precise, Technical, and Confluent) n

Sequential Pattern n Most comfortable following step-by-step instructions; likes to complete assignments without interruption.

Precise Pattern n Takes detailed notes; asks plenty of questions; answers questions in a highly specific manner.

Technical Pattern n Seeks to problem-solve; doesn’t like to write out answers; learns best from experience

Confluent Pattern n Avoids conventional approaches; seeks alternative ways to complete assignments; often starts before hearing all directions; improvises