Differentiation and UbD Workshop 1
- 1. 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
- 2. 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
- 3. 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
- 5. 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.
- 6. Barrett Enduring Understandings Exploration of big ideas generates enduring understandings that learners discover have interdisciplinary applications and connections to the world outside the classroom.
- 7. Barrett Enduring Understandings The process of identifying what is worth understanding is intellectually challenging, sometimes frustrating, and requires time and thought.
- 8. 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.
- 9. Understanding by Design Also referred to as Teaching for Meaning Backward Design
- 10. 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”
- 11. Facets of Understanding desired understanding application empathy self-knowledge perspective interpretation explanation
- 12. You’ve got to go below the surface...
- 13. to uncover the really ‘big ideas.’
- 14. 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
- 20. Whole Group What pre-assessment techniques are you currently using? Video Clip – Continuously Assess
- 22. Requirements for 10 Gifted Points Two lesson plans Implementation of lessons Reflection on implementation
- 23. Time to Work in Groups Design pre-assessments for unit
- 24. Session Next Week Ideas for modifying CPPL – Content, Process, Product, Learning Environment Strategies for Compacting Work on differentiated lessons Don’t forget the raffle!
- 25. Raffle!!!!