Session 4

March 29, 2010

LMCC

Designing Instruction for Deep Learning and Diversity

Backward Design Model – Stage 2

1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences and instruction

Backward Design Model – Stage 2

BIG IDEA: Differentiated Instruction

ENDURING UNDERSTANDING:

Every student should have the opportunity

and be supported in order to attain deep

understanding of the core (big) ideas of

learning.

Enduring Understandings are for ALL Students

Differentiation is in how students learn, not in what they learn.

This is the art of teaching: our ability to hold expectations constant, but to pitch our instruction, based on evidence, to the right degree of challenge and the right amount and kind of support for each individual.

Hume, Start Where They Are, 2000

Curricular Priorities and Assessment Methods

Worth being familiar with

Important to know and do

Big Ideas and Core Tasks

Worth Being Familiar With

• Different conditions requiring dietary restrictions, such as high blood pressure, diabetes, and stomach ulcers

Important to know and do

• Canada’s Food Guide recommendations

• Nutritional information on food labels and how to interpret them

Big Ideas

• Balanced diet

Understandings

• “You are what you eat.” Your diet affects your health, appearance, and performance.

Backward Design Model – Stage 2

ESSENTIAL QUESTIONS:1. What does a learning plan for understanding

look like? (UbD)2. How do we ensure that our instructional

activities are both engaging and effective?3. What are the characteristics of ‘best design’?4. How do we make it more likely that everyone

might achieve understanding? (DI)

1. Review the attributes of learning designs that are engaging and effective

2. Develop an understanding of the WHERETOelements in instructional planning

3. Review the key principles of Differentiated Instruction

4. Learn practical ideas for differentiating learningin terms of content, process and product

Learning Intentions for Today

The Best Learning Designs areEngaging

Group A Questions1. When are students most fully engaged in

and out of school?2. What makes them so engaged, and

keeps them so engaged?

The Best Learning Designs areEffective

By effective, we mean that the learning designhelps learners become more competent andproductive at worthy work. They end up performingto high standards and surpass the usualexpectations. They develop greater skill andunderstanding, greater intellectual power and selfreflection, as they reach identified goals.

Wiggins and McTighe p.195

The Best Learning Designs areEffective

Group B Questions1. When is student learning most effective?2. Under what conditions are learners most

productive?3. Under what conditions is the highest-

quality work produced?

When is Learning Highly Engaging and Effective?

• Mixed Groups (A and B)

• What’s in the

centre? Engaging Effective

The Characteristics of the Best Designs

• Clear performance goals

• Hands-on approach

• Focus on interesting and important ideas, questions, issues, problems

• Real-world application

• Powerful feedback

• Personalized approach

The Characteristics of the Best Designs

• Clear models and modeling

• Focused reflection time

• Variety in methods, groupings, tasks

• Safe environment for risk-taking

• Teacher as facilitator/coach

• “Immersion” experience

• Focus on ‘big picture’

A cornerstone of differentiated instruction is that you have to be effective first and differentiated second.

Hume, Start Where They Are, 2000.

WHERETO Elements in Instructional Planning

W – WHERE, WHY and WHAT

H - HOOK

E - EQUIP and ENABLE

R - RETHINK, REFLECT, REVISE

E - EVALUATE

T - TAILOR (content, process, product)

O - ORGANIZE

• Individual Quiz

• Group Discussion

(Hume, Start Where They Are 2010)

Unit and Lesson Design in a Differentiated Classroom

Differentiated Instruction (DI) - 4 Key Principles:

1. Activities need to be linked to common learning outcomes!

2. Activities should take roughly the same amount of time

3. Activities need to be equally engaging

4. Activities need to be equally respectful

Differentiated InstructionDos and Don’ts…

• Don’t offer more than two options to begin DI - you can add more choices when you know your students better

• Do think in terms of clusters of students

• Do use Multiple Entry Points

Remember: DI is NOT individualized instruction!

Where to Differentiate?Tomlinson & McTighe (2006) Integrating Differentiated Instruction and Understanding by Design. p. 36 Fig 3.3

School Team Task

• In your groups, use the information provided today to continue work on your lesson plans.

• Discuss implementation of WHERETO in your plans.

Designs 2010 – Session 5

• Monday April 12

• Westview Elementary School

• Elementary and Secondary together

• Debrief / Conclusion of Series

• Sharing of UbD projects