Integrating Differentiated Instruction and Understanding by Design

7/23/2019 Integrating Differentiated Instruction and Understanding by Design

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Carol Tomlinson and Jay McTighe

Integrating: DiferentiatedInstruction and

Understanding by Design.

Reviewed by Jones


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My !uic" overview#

What happens when you meet the alternatelearner ?


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What is

Understandingby Design?

$ssentially it is a curriculum design model

%ocuses on the & what' and & how' or thecontent o( learning ) s"ills and "nowledge as

well as the method o( instruction orassessment

$ssentially it is a way o( thin"ing %ocuses on & who' we are teaching*

&where' we are teaching this and&how' we engage students to

ensure ef(ective learning (or variedstudents

It is not individuali+ation o( learning

,hat is the diference-

What is

DiferentiatedInstruction?


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The goal o( !uality curriculum design is todevelo and deeen student understanding.

The vehicle that delivers this to students withvaried abilities* e/eriences* oortunities*

language* interests and adult suort isdiferentiated instruction.

0ll learners bene1t (rom clarity in the urose

and riority o( content selected

2truggling learners re!uire (ocus on essential"nowledge* understandings and s"ills

0dvanced learners need and deserve challenge

to constantly move their learning (orward

,hy is this imortant-


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Teachers need to determine each students entryoint to the learning* determine their ne/t stesand remediate gas to ensure success (or learners

There(ore lanning needs to be constantly

reviewed to ensure it is meeting all learnersneeds* roviding the "ey "nowledge and s"illswhile e/tending or deeening the learning (orothers* at a ace that is re3ects individual grous

o( learners

4ow is this achieved-

& $ach year students remind teachers that the learning 5ourney is ashared 5ourney and the best laid lans o( teachers are only that#lans6'


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$nsures students needs are met# strugglinglearners (ocus on essential learning whileadvanced learners are rovided withchallenge

7rovides choice in learning styles* (ocuses onessential s"ills and "nowledge 1rst*determines rior "nowledge o( students andteaches (rom their current level o(

understanding* identi1es and shares withlearners ne/t stes in learning

Multi)sensory teaching and uses the multileintelligences and strengths o( the students

%le/ible and uses multile styles o( grouings

,hat it incororates is#


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$ngage in collaborative discussions around what wor"sand what doesn8t * moderate outcomes and standards

Understand what constitutes evidence o( learning

9now what are the essential understandings and"nowledge needed

0ctively see themselves as articiants in new learningand as learners

Cometent users o( technology that suorts andillustrates learning* as a teaching tool

Re3ective ractitioners constantly reviewing their ne/tlearning stes

Resonsive teachers# thin"ing about the barriers tostudent learning and the needs o( their students andimlementing change to address these needs

,hat teachers behave li"e#


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0ttending to the relationshi with students# allows (orris" ta"ing and rovides motivation (or students to learn

0ttending to the environment#. rovides a & climate'(or learning to haen. Classrooms seen as a welcomingand emotionally sa(e lace to test ris" ta"ing (or successand navigate (ailure romote learning

0ttending to student bac"grounds and needs# buildsbridges that connect learners and learning

0ttending to student &readiness' (or learning# allows(or academic growth

0ttending to student interest# engages studentmotivation

0ttending to student learning styles and barriers tolearning# enables eciency o( learning

Cultivate a taste (or diversity# broadens hori+ons (or

learners and leads to student engagement

Reasons to be a resonsive teacher#


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%ind ways to get to "now your learners intentionally andregularly

Incororate small grou teaching into daily and wee"lyteaching

earn to teach the high end

;fer more ways to e/lore and e/ress learningRegularly use in(ormal assessment to monitor student

understanding

Teach in multile ways

Use basic reading strategies across the curriculum#thin"ing

out loud0llow children to wor" alone* with a artner or a small grou

Incororate learning uroses* success criteria and goal settinginto teaching rogramme

o eac er s orsuccess-

4ow do we stac" u so (ar#..


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2tandards vs "nowledge and s"ills that aretruly essential and enduring.

Can standards and diferentiation really co)

e/ist-2tandards are intended to (ocus on teachingand learning* guide curriculum develomentand design. They rovide a basis (or

accountability.4owever standards have e/acerbated theroblem o( the content o( the curriculum and in>? have been erceived to have narrowed it

@Thru A=


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I( we want children to e/lore the essential!uestions and "ey ideas then we need to lan(or this to haen:

;ne way this can haen is by a rocess calledbac"ward lanning* which while it may bechallenging (or us ad5ust to* loo"s at the bigideas in the learning and sets out through "ey!uestioning to allow teachers to rovide choiceto learners* choice to teachers as well asremediation and e/tension o( learners

,hat are the big ideas and corerocesses that need to be taught within

the content o( the curriculum-


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2tage


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0ctivity based lanning#.lac"s substance and

long term learning

7lanning (or coverage o( content#. too muchto cover well and not enough deth

wavoids:

%earning happens within students and not to them&

With results and evidence in mind, plan for purposeful learningand directed teaching to help all students reach the desiredachievements and where the concerns for both content and kids

combine is a plan for responsive teaching.


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0lying Diferentiation to theUnderstanding by Design %ramewor"


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$stablish clarity around what the e/ected goal is.

0ccet resonsibility (or all learners success

Develo a community o( resect (or all

Euild awareness o( what wor"s (or each student

Develo and establish classroom management androutines that contribute to student success

4el students become efective artners in their ownlearning success

4ave 3e/ible teaching routines$/and their reertoire o( instructional strategies

Re3ect on individual rogress against standards andersonal growth

>ine guiding attitudes and s"ills o(diferentiated teaching:


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The basis o( diferentiated @or resonsive teaching stems(rom our resonses to three !uestions:


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0ssess be(ore teaching;fer aroriate choice in assessment tas"s

7rovide e/licit (eedbac" and (eed (orward*early ad o(ten against desired outcomes

$ncourage sel( assessment and re3ection (orstudents

Resonsive 0ssessmentH

&Resonsive assessment honors students diferences and romoteslearning.'


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Reliable assessment demands multilesources o( evidence# hoto album vssnashots

&Multile measures are essential because noone test

can do it all' 9eon


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Match the measures with the goals:%or valid in(erences to be drawn (rom results * an assessment tas" must rovidean aroriate measure o( the given goal.

The tyes o( educational goals are:

Declarative "nowledge:

,hat students should "now and understand) 7aer and encil tye assessment.

7rocedural "nowledge: ,hat students should be able to do @er(ormance basedassessment

Disositions:,hat attitudes or habits o( mind should students demonstrate ordislay-This demands assessment over time.

0ll tas"s should be authentic* oen)ended enough toallow students to ersonalise their resonses*meaning(ul and* 3e/ible enough to address the varietyin our learners

$fective assessment : guiding rinciles


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%orm (ollows (unction:

The design and use o( assessments should bedirectly in3uenced by B !uestions:


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This chater covers how teachers use and aly strategies that willguide their ractise when lanning (or* imlementing and delivering adiferentiated curriculum.

Core belie(s:

0ll students should have access to a high !uality* meaning

(ocussed curriculum.

2tudents need to learn the basics and the oortunity to alythese in meaning(ul ways.

Ealance is needed between student construction o( meaningand teacher guidance. 2uort to construct meaning may beneeded.

2tudents need to "now the learning intentions and successcriteria (or success(ully achieving F demonstrating theirro1ciency towards them.

Resonsive teaching inacademically diverse classrooms.


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7lanning (or Instruction in a Diferentiated

ClassroomUse classroom elements 3e/ibly as tools (or instruction) time* saces*resources* grouings* strategies and artnershis.

Clustering learning needs (or eciency),hat barriers to learning andhow can I use their strengths* interests and talents to motivate the

learning- Using clustering o( learner needs hels teachers aly

strategies that suort more students and hels them to rovideauthentic conte/ts (rom learning or roviding oortunities (or them

to grow.

Management o( learners: %0K and suggestions about how to managelearners in order to rovide the best outcomes (or learners* eciently.

Care(ul lanning and use o( classroom elements

Resonsive teaching inmultileveled classrooms.


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Monitored rogress and achievement

7ositive relationshis with teacher

$ngagement in learning and an understanding

o( the urose o( learningUnderstanding o( what they are learning and

why

Co Lconstruction o( success criteria L

understanding o( what it ta"es to besuccess(ul

Clarity in their ne/t stes and how to achievethese

%eeling li"e they belong and are art o( their

,hat imact will it have on my learners-


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Rearming what I "new about best teaching racticeregarding diferentiating the curriculum to allow access tolearning (or all learners.

Rearming the need to re and ost test students to identi(ythe "nown* rovide ne/t stes (or individuals and evaluate

their learning and my teaching.Use relevant assessments that are age aroriate* seci1c to

the learning ad ne/t stes o( my students.

Using bac"ward maing to identi(y the intended outcomesand lan relevant tas"s to teach necessary content and s"ills

in meaning(ul conte/ts.Remember to &teach the child who arrives' in my class by

(orming strong relationshis with them and their whanau andacceting them as individuals.

,hat imact has this reading madeon my teaching-

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Integrating Differentiated Instruction and Understanding by Design