Differentiation and UbD Workshop 1

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Information about Differentiation and UbD Workshop 1

Published on October 10, 2007

Author: LSullivan

Source: slideshare.net

Differentiated Instruction & Understanding by Design Workshop Series Barrett Elementary School Library Wednesdays 1:30 – 3:30 p.m. October 10 & 17, December 5 & 12, 2007

Overview of Session 1 Understanding : Differentiation works more effectively when pre-assessment informs instruction Skills : Participants will be able to self-assess their expertise in differentiated instruction develop and interpret appropriate pre-assessment Knowledge : Participants will know the difference between surface and in-depth differentiation a variety of pre-assessment strategies

Understanding : Differentiation works more effectively when pre-assessment informs instruction

Skills : Participants will be able to

self-assess their expertise in differentiated instruction

develop and interpret appropriate pre-assessment

Knowledge : Participants will know

the difference between surface and in-depth differentiation

a variety of pre-assessment strategies

Agenda Brief overview of Understanding by Design (UbD) Self-Assessment and Discussion The Big Picture of Differentiation Pre-assessing - A critical link in differentiation Time to work on unit pre-assessment and lesson planning Closure and Raffle

Brief overview of Understanding by Design (UbD)

Self-Assessment and Discussion

The Big Picture of Differentiation

Pre-assessing - A critical link in differentiation

Time to work on unit pre-assessment and lesson planning

Closure and Raffle

UbD at Barrett

Barrett Enduring Understandings Using a common vocabulary when developing units of study improves instructional delivery. Focusing on the big ideas rather than on activities and strategies gives instructional coherence to units of study.

Using a common vocabulary when developing units of study improves instructional delivery.

Focusing on the big ideas rather than on activities and strategies gives instructional coherence to units of study.

Barrett Enduring Understandings Exploration of big ideas generates enduring understandings that learners discover have interdisciplinary applications and connections to the world outside the classroom.

Exploration of big ideas generates enduring understandings that learners discover have interdisciplinary applications and connections to the world outside the classroom.

Barrett Enduring Understandings The process of identifying what is worth understanding is intellectually challenging, sometimes frustrating, and requires time and thought.

The process of identifying what is worth understanding is intellectually challenging, sometimes frustrating, and requires time and thought.

Barrett Enduring Understandings Thinking like an assessor before designing lessons is not easy and does not come naturally. The assessment of understanding should be thought of as a collection of evidence over time instead of an event.

Thinking like an assessor before designing lessons is not easy and does not come naturally.

The assessment of understanding should be thought of as a collection of evidence over time instead of an event.

Understanding by Design Also referred to as Teaching for Meaning Backward Design

Also referred to as

Teaching for Meaning

Backward Design

Why “backward”? The stages are logical but they go against habits We’re used to jumping to lesson and activity ideas - before clarifying our performance goals for students By thinking through the assessments upfront, we ensure greater alignment of our goals and means, and that teaching is focused on desired results “ Begin with the end in mind”

The stages are logical but they go against habits

We’re used to jumping to lesson and activity ideas - before clarifying our performance goals for students

By thinking through the assessments upfront, we ensure greater alignment of our goals and means, and that teaching is focused on desired results

Facets of Understanding desired understanding application empathy self-knowledge perspective interpretation explanation

You’ve got to go below the surface...

to uncover the really ‘big ideas.’

The “big ideas” of each stage: What are the big ideas? What’s the evidence? How will we get there? Assessment Evidence Learning Activities Understandings Essential Questions s t a g e 2 s t a g e 3 Standard(s): s t a g e 1 Performance T ask(s): Other Evidence: Unpack the content standards and ‘content’, focus on big ideas Determine multiple sources of evidence, aligned with Stage 1 Plan the implied learning from Stages 1 & 2

 

 

 

 

 

Whole Group What pre-assessment techniques are you currently using? Video Clip – Continuously Assess

What pre-assessment techniques are you currently using?

 

Requirements for 10 Gifted Points Two lesson plans Implementation of lessons Reflection on implementation

Two lesson plans

Implementation of lessons

Reflection on implementation

Time to Work in Groups Design pre-assessments for unit

Design pre-assessments for unit

Session Next Week Ideas for modifying CPPL – Content, Process, Product, Learning Environment Strategies for Compacting Work on differentiated lessons Don’t forget the raffle!

Ideas for modifying CPPL – Content, Process, Product, Learning Environment

Strategies for Compacting

Work on differentiated lessons

Raffle!!!!

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