Session 4

March 29, 2010

LMCC

Designing Instruction for Deep Learning and Diversity

Backward Design Model – Stage 3

1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences and instruction

Backward Design Model – Stage 3

BIG IDEA: Differentiated Instruction

ENDURING UNDERSTANDING:Every student should attain deep understanding of the core (big) ideas of learning.

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.

Enduring Understandings are for ALL Students

All students work to the same high standards on the same essential outcomes.

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

Hume, Start Where They Are, 2000

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 are Engaging

The Best Learning Designs are Effective

By engaging, we mean a design that the (diverse) learners find truly thought provoking, fascinating…

By effective, we mean that the learning design helps learners become more competent and productive at worthy work.

(Understanding by Design, Wiggins & McTighe)

The Best Learning Designs areEngaging

Group A Questions

1. When are students most fully engaged in and out of school?

2. What makes them so engaged, and keeps them so engaged?

3. What are the transferable elements from these exemplary learning situations?

The Best Learning Designs areEffective

Group B Questions

1. When is student learning most effective?

2. Under what conditions are learners most productive?

3. Under what conditions is the highest-quality work produced?

4. What makes for the most effective learning, and what are the transferable elements from these exemplary cases?

When is Learning Highly Engaging and Effective?

• Mixed Groups (A and B)

• What’s in the centre? Engaging Effective

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

Hume, Start Where They Are, 2000

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’

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

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

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!

• Humanities

• Science

• Math

Practical Examples…

Differentiated Assessment in the Humanities

Europe’s High Middle Ages- Life on the Manor -

Old vs. Differentiated

Differentiated Assessment in the Humanities

Level 1: Recall Information/Basic Information

Level 2: Basic Examination of Events and Their Relationships

Level 3: Analysis of Events and Their Significance as Explored in Class

Level 4: Making Higher-Level Connections to Events Outside the Class

Please visit:https://prezi.com/secure/?lock=1de6d053aeb956181e8d4712bc1fc6f4bf2bdd00

Marzano’s Simplified Scoring Scale

0.01.02.03.04.0

Score on Simplified

(5 point Scale)

0

with help

0

with help00+

Type 3 Items

0

with help

some understanding

with help0++

Type 2 Items

0

with help

some understanding

with help+++

Type 1 Items

Student Pattern of Responses

Note: + indicates a correct response, 0 indicates incorrect or no response

Atom Ion

Berylium-9

Berylium-9

Berylium-9

Differentiating Skills (Science)

Produces energy for the cell.

Changes food into energy.

This process is called cellular respiration .

Mitochondrion

Controls all _________________ in the cell.

Contains the _______________. Nucleus

Cell Membrane

StructureFunctionOrganelle

Differentiating Note Taking (Science)

• Especially useful for material that includes separate steps that build on each other.

• Teach

• Quiz

• Split students into an independent work group or re-teach group depending on result

Differentiating Progress (Science)

• Re-teach

• Quiz

• Move students on to independent work if ready

• Re-teach

Differentiating Progress (Science)

Differentiated Instruction in Math

BIG IDEA:

Is 3/10 For Student A the same as 3/10 for Student B?

BIG IDEA 2:

Is a 6, a six, a , or (2 + 4)?

• In your groups, choose one example of a learning activity from the Six Facetsbrainstorming activity or your own individual or group project

• How could you differentiate this learning activity for different students?

• Discuss and record ideas

School Team Task

• Monday April 12th

• Westview Elementary School

• Elementary and Secondary together

• Debrief/Conclusion of Series

• Sharing of UbD projects

Designs 2010 ~ Session 5