KUD’s 101 Know – Understand - Do

Facilitator - June 21, 2010

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F-Flexibility R-Respectful Work A-Attention to Student Differences M-Modifications in Content, Process & Product E-Essential Concepts as the Core of DI C-Collaboration Between Teachers & Students A-Assessment & Instruction Interconnectedness B-Belonging

KUD Module Learning Goals

KNOW: Definitions of K, U, and D; misconceptions related to KUD construction

UNDERSTAND: Effective differentiated curriculum and instruction is united by clear learning goals.

DO: Analyze KUDs to determine degree of adequacy (is it KUD? Is it aligned with lesson?)

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!These are the facts, vocabulary, dates, places, names, and examples you want students to !memorize.!!The know is massively !!forgettable. !

!“Teaching facts in isolation is like trying to pump water uphill.” -Carol Tomlinson!

Facts (The Civil War began in 1861; Emily Dickinson was a recluse) Vocabulary (entropy, equilateral triangle, hyperbole)

MISCONCEPTION ALERT!!

•  Knows are NOT just the standard. For example, the following SOL contains more than just the “KNOW”

SOL 3.4 The student will recognize and use the inverse relationships between addition/subtraction and multiplication/division to complete basic fact sentences. Students will use these relationships to solve problems such as 5 + 3 = 8 and 8 – 3 = ____.

In this example above, the KNOWS would be: VOCABULARY-- fact sentence, addend, sum, equation… FACTS– math facts to 25, format of number sentences vertically

and horizontally…

!These are the written statements of truth, the core to the meaning(s) of the lesson(s) or unit. These are what connect the parts of a subject to the student’s life and to other subjects.!!It is through the understanding component of instruction that we teach our students to truly grasp the “point” of the lesson or the experience.!!Understandings are purposeful. They focus on the key ideas !!that require students to understand information and make !connections while evaluating the relationships that exist !within the understandings.!

Major Concepts and! Subconcepts!

Understandings

! Understandings are what we truly want the students to carry with them at the end of the unit to new situations and other content areas. These are not things we can memorize. They should have layers.

•  Students will understand that… •  This is the “U” part of KUDs in DI.

• Let’s take a look at an example of a situation that highlights Understanding. • Specifically, the purpose for this example is to focus on the concept of transferring learning from one situation to another. • As you view this interview, please make note of key understandings that the pilot was able to transfer into this new situation. ]^$

Understanding: Captain Sullenberger’s Experience

Analogy for Your Consideration: !Flight 1549 & Captain Sullenberger!

•  Note Key attributes of Captain Sullenberger’s thinking during the time he was making decisions about the problem he encountered and was acting on those decisions.!

!

•  What do you find to be the most compelling thing he has to say? Why does it strike you as the most important?!

!

•  How would you characterize him as a pilot based on this interview segment?!

!

•  What does any of this have to do with teaching? !

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In Another Interview…!

Host: We entered all of the flight data into a computer (speed, location, landing distance, etc.).!

• Sir, the computer said you couldn’t land the plane successfully.!

!Captain Sullenberger: Then,

I’m glad a computer wasn’t flying the plane.!

]`$

MISCONCEPTION ALERT!!!

•  If a teacher finds it difficult to distinguish between the “KNOW” and the “UNDERSTAND” it is likely because the lesson is pitched too low and as written, it lacks an essential truth; is focused only on facts and skills.

KNOW: Columbus came to the New World in 1492 UNDERSTAND: When faced with conflict, individuals

and groups either adapt or migrate to seek better conditions.

•  Basic skills of any discipline !•  Thinking skills !•  Skills of planning, independent learning, etc.!!The skill portion encourages the students to “think” like the professionals who use the knowledge and skill daily as a matter of how they do business. This is what it means to “be like” a doctor, a scientist, a writer or an artist.!

Skills!

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connect ponder justify regroup

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incorporate concentrate disguise modify

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o  Four quarter notes equal one whole note. o  Recite a prayer in Hebrew.

o  Graphics can enhance or detract from a presentation.

o  Monet was an impressionist.

o  Five pennies equal one nickel.

o  Sort objects into 2 piles.

o  Jump rope for 3 minutes.

o  Maintaining physical health may be influenced by factors such as diet and exercise.

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o  Count to one hundred in units of ten. o  Analyze the causes of the American Revolution. o  Describe the rising action in a dramatic story. o  Writers use a variety of literary elements to

inform, persuade, describe, and entertain readers.

o  Write descriptive text that describes people, places, and events.

o  Scientists record the results of their experiments in a careful and detailed manner.

o  You can find the decimal for 3/8 by using equivalent fractions.

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The Teacher uses questioning, probing and feedback to simulate student reflection and rethinking.

Activity: Reference the resource and identify several questions that you see as a good fit for your content and teaching style. Please make note Why this is the case.

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Example: Math Scale KUDs

Scale is the ratio of a representation to the actual size of the original.

Many professionals use scale in their every day lives.

Scale helps us solve and

anticipate problems every day.

Calculate ratios Interpret scale drawings Draw an object to scale

Assessing Your Learning 1. Are you comfortable with the definitions

of K, U, and D?

2. Do you understand why effective differentiated curriculum and instruction are united through clear learning goals.

3. Were you able to analyze example Ks, Us and Ds successfully? (is it KUD? Is it aligned with lesson?)

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!! ! Are my Understand goals… Are my Do goals… !!! !! !!!!!!!!!!!!

Do my Know goals…

! "!

KUD Clarity Self-Checker

• written in complete sentences?

• show a relationship between two or more concepts?

• transfer to other time, cultures, contexts, or situations?

• answer “why?” or “how?”?

• separate from a context? That is, are they transferable to other contexts or disciplines, or can be used in ways other than those in which we will use them in this lesson?!

• Representative of authentic skills of the field or discipline?!

!Will students receive explicit instruction in and be evaluated on degree of mastery of these skills in the lesson?!

• Contain the discrete knowledge (vocabulary, dates, names, procedural knowledge) about which my students will be assessed? Both pre- and summative assessments?

KUD Pre-Assessment

Name _____________________________ Grade/Role _____________________________

Answer the following questions. If you don’t know the answer, write “HLY” or “Haven’t

Learned Yet.” Don’t worry if you don’t know any of these; you’re not expected to know them yet

and this is not a test!

1. What does the acronym KUD stand for?

2. Define and give an example of a “K”

3. Define and give an example of a “U”

4. Define and give an example of a “D”

5. Why are KUDs important in any lesson, but especially a differentiated lesson?

6. What questions or problems do you currently have concerning KUDs?

7. At this point, circle your level of knowledge and expertise with KUDs

a.) Just beginning

b.) On my way

c.) Feeling like an expert

1

Planning Focused

Differentiated Lessons

Introduction to KUDs

(Know, Understand, Do)

Behind every good differentiated

lesson…

…is good

curriculum.

Good curriculum starts with…

FOCUSED LEARNING GOALS

Called

KUD’s

(Know, Understand, Do)

KUD Preassessment

KUD Module Learning Goals

KNOW: Definitions of K, U, and D;

misconceptions related to KUD

construction

UNDERSTAND: Effective differentiated

curriculum and instruction is united by clear

learning goals.

DO: Analyze KUDs to determine degree of

adequacy (is it KUD? Is it aligned with

lesson?)

Time for A Little Lucy

2

Creating common learning goals

“We are all going to

the same place… we

are just taking

different paths to get

there.”

Driving our students to success

in the

F-R-A-M-E-C-A-B

F-Flexibility

R-Respectful Work

A-Attention to Student Differences

M-Modifications in Content, Process & Product

E-Essential Concepts as the Core of DI

C-Collaboration Between Teachers & Students

A-Assessment & Instruction Interconnectedness

B-Belonging

If we could rename these…

LINGO WHAT IT MEANS

KNOW FACTS, VOCAB

DO SKILLS

UNDERSTAND BIG IDEAS

Planning a focused curriculum means clarity

about what students should:

KNOW: Facts

Vocabulary

UNDERSTAND:

Concepts, “Big Ideas”

Principles, generalizations

BE ABLE TO DO: SkillsBasic Skills (Read non-fiction text)

Thinking Skills (analyze, solve, compare/contrast, discriminatefact/fiction)

Skills Of the Discipline (What does a speech writer do? Journalist?Editor?)

Planning (Goal setting, use of time)

Social (cooperation, sharing)

KNOW (facts, vocabulary, dates, rules, people, etc.)

Examples: the word “ecosystem” means…

elements of culture (housing/shelter, customs,

values, geography)

UNDERSTAND (complete sentence, statement of truth or insight – want students

to understand that . . . )

All parts of an ecosystem affect all others parts. Culture

shapes people and people shape culture.

DO (Basic skills, thinking skills, social skills, skills of the discipline, planning skills ---

verbs)

Write a unified paragraph

Compare and contrast

Draw conclusions

Examine varied perspectives

Work collaboratively

Develop a timeline

Use maps as data

Tomlinson * 02

These are the facts, vocabulary,

dates, places, names, and examplesyou want students to

memorize.

The know is massively

forgettable.

“Teaching facts in isolation is like trying to

pump water uphill.” -Carol Tomlinson

Facts (The Civil Warbegan in 1861; EmilyDickinson was a recluse)Vocabulary (entropy,equilateral triangle,hyperbole)

3

KNOW (Facts,

Vocabulary, Definitions)

• There are 50 states in the US

• Thomas Jefferson

• 1492

• The Continental Divide

• The multiplication tables

MISCONCEPTION ALERT!!

• Knows are NOT just the standard. Forexample, the following contains more thanjust the “KNOW”

• Insert PA!!• In this example above, the KNOWS would be:

VOCABULARY-- fact sentence, addend, sum, equation…

FACTS– math facts to 25, format of number sentencesvertically and horizontally…

These are the written statements of truth, the core to the

meaning(s) of the lesson(s) or unit. These are what connect the

parts of a subject to the student’s life and to other subjects.

It is through the understanding component of instruction that we

teach our students to truly grasp the “point” of the lesson or the

experience.

Understandings are purposeful. They focus on the key ideas

that require students to understand information and

make connections while evaluating the relationships

that exist within the understandings.

Major Concepts and

Subconcepts

UNDERSTAND (Essential TruthsThat Give Meaning to the Topic)

Begin with “I want students to understandTHAT…”

– Multiplication is another way to doaddition

– People migrate to meet basic needs

– All cultures contain the same elementsexpressed differently

– Entropy and enthalpy are competingforces in the natural world

– Voice reflects the author

MISCONCEPTION ALERT!!!

• If a teacher finds it difficult to distinguish

between the “KNOW” and the “UNDERSTAND”

it is likely because the lesson is pitched too low

and as written, it lacks an essential truth; is

focused only on facts and skills.

KNOW: Columbus came to the New World in 1492

UNDERSTAND: When faced with conflict,

individuals and groups either adapt or migrate to

seek better conditions.

• Basic skills of any discipline

• Thinking skills

• Skills of planning, independent learning, etc.

The skill portion encourages the students to

“think” like the professionals who use the

knowledge and skill daily as a matter of how

they do business. This is what it means to “be

like” a doctor, a scientist, a writer or an artist.

Skills

4

BE ABLE TO DO• Write a unified paragraph

• Compare and contrast

• Draw conclusions

• Examine varied perspectives

• Work collaboratively

• Develop a timeline

• Use maps as data

Juicy Verbscompose influence adopt unify

devise promote elaborate designate

detail substitute merchandize limit

deconstruct prove formulate structure

predict simulate shadow illustrate

propose tailor inscribe refresh

eliminate transform wonder transfer

improve advise visualize reflect

expand emphasize access concentrate

minimize convert immerse approximate

connect ponder justify regroup

portray design compete simulate

incorporate concentrate disguise modify

produce compartmentalize personify anchor

energize integrate uncover deviate

MISCONCEPTION ALERT!!!• The “do” is the learning outcome of a lesson or

lesson sequence. This outcome may bedemonstration of mastering an objective,evidence of a thinking skill, social skill, or basicskill of a discipline. (YES, “The students willcompare two novels to determine commonthemes.”)

• The “do” is NOT what will happen in the lessonor what the teacher will do. (NOT, “The studentswill complete a RAFT assignment in cooperativegroups”; NOT, “The teacher will read a story tothe class and will ask students to complete oneof three task cards based on their interests.”)

• The KUDs should be written in such a way that ifeven if individual students or groups are alldoing different things, all students will beaddressing the identified learning goals.

NOT: Read Island of the Blue Dolphins and selectone of the following tasks to complete:

• Write a new ending for the story

• Create a diorama of your favorite part of thestory

• Write a timeline of events in the story

• Dress as your favorite character and read fromthe chapter in that character’s voice.

MISCONCEPTION ALERT!!!

K,U,or D?

Look at the list of KUDs in the next two

slides. Identify which are Knows, which

are Understands, and which are Dos.

Knowledge? Understanding? Skill?

o Four quarter notes equal one whole note.

o Recite a prayer in Hebrew.

o Graphics can enhance or detract from a

presentation.

o Monet was an impressionist.

o Five pennies equal one nickel.

o Sort objects into 2 piles.

o Jump rope for 3 minutes.

o Maintaining physical health may be influenced

by factors such as diet and exercise.

5

Knowledge? Understanding? Skill?

o Count to one hundred in units of ten.

o Analyze the causes of the American Revolution.

o Describe the rising action in a dramatic story.

o Writers use a variety of literary elements toinform, persuade, describe, and entertainreaders.

o Write descriptive text that describes people,places, and events.

o Scientists record the results of their experimentsin a careful and detailed manner.

o You can find the decimal for 3/8 by usingequivalent fractions.

English/LA: Point-of-View KUDs

The definition of point-of-view

Truth can look different from

different perspectives.

Show, in writing, how a shift

in perspective can result in a shift in

interpretation of events.

Example: Historical Perspective

KUDs

Know: that different sources provide us with

different interpretations of events.

Understand: An historian’s perspective

influences history.

Do: Consider historical event from multiple

perspectives.

Example: Math

Scale KUDs

Scale is the ratio of a representation

to the actual size of the original.

Many professionals use scale in their

every day lives.

Scale helps us solve and

anticipate problems every day.

Calculate ratios

Interpret scale drawings

Draw an object to scale