Differentiated Instruction (DI) Meets Understand by Design (UbD) UB EDUC- 503 October 15, 2012

1. Differentiated Instruction (DI) Meets Understand by Design (UbD)UB EDUC- 503October 15, 2012

2. Understanding by Design • The Big Ideas of UbD Forthcoming slides adapted from the work of Grant Wiggins and Jay McTighe

3. 3 Stages of (“Backward”) Design • Stage 1: Identify desired results • Stage 2: Determine acceptable evidence • Stage 3: Plan learning experiences & instruction

4. 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

5. 3 Stages of (“Backward”) Design • Stage 1: Identify desired results • Stage 2: Determine acceptable evidence • Stage 3: Plan learning experiences & instruction

6. Key: Focus on Big ideas • Enduring Understandings: What specific insights about big ideas do we want students to leave with? • What essential questions will frame the teaching and learning, pointing toward key issues and ideas, and suggest meaningful and provocative inquiry into content? • What should students know and be able to do? • What content standards are addressed explicitly by the unit?

7. Establishing Priorities

8. Six Facets of Understanding • Empathize - find value in what others might find odd, alien, or implausible; perceive sensitively on the basis of prior direct experience. • Self-Knowledge - perceive the personal style, prejudices, projections, and habits of mind that both shape and impede our own understanding; having an awareness of what one does not understand and why understanding is so hard • Explain - provide thorough, supported, and justifiable accounts of phenomena, facts and data • Interpret - tell meaningful stories; offer apt translations; provide a revealing historical or personal dimension to ideas and events; make it personal or accessible through images, anecdotes, analogies, and models. • Apply - effectively use and adapt what is known in diverse contexts. • Perspective - can see and hear points of view through critical eyes and ears; see the big picture.

9. Brainstorming Essential Questions Based on the Facets

10. Provocative Essential Questions • Have no one obvious right answer. • Raise other important questions. • Address the philosophical or conceptual foundations of a discipline. • Recur naturally. • Are framed to provoke and sustain student interest.

11. Reflection - Stage 1 • I was surprised… • I have been wondering… • I realized that… • Tonight I learned... • Choose 1 to answer individually. • Share response in a small group. • Group selects 2 to share with class.

12. 3 Stages of Design: Stage 2 • 1. Identify desired results • 2. Determine acceptable evidence • 3. Plan learning experiences & instruction

13. Just because the student “knows it” … • Evidence of understanding is a greater challenge than evidence that the student knows a correct or valid answer • Understanding is inferred, not seen • It can only be inferred if we see evidence that the student knows why (it works) so what? (why it matters), how (to apply it) – not just knowing that specific inference

14. Reliability: Snapshot vs. Photo Album • We need patterns that overcome inherent measurement error • Sound assessment (particularly of State Standards) requires multiple evidence over time - a photo album vs. a single snapshot

15. For Reliability & Sufficiency:Use a Variety of Assessments Varied types, over time: • authentic tasks and projects • academic exam questions, prompts, and problems • quizzes and test items • informal checks for understanding • student self-assessments

16. Curricular Priorities and Assessment Methods

17. Assessment of Understanding Brainstorming…. • Using the Facets of Understanding • Considering a Range of Evidence • Determining Possible Performances

18. A Performance Task is Authentic if it… • Is realistic. • Requires judgment and innovation. • Asks a student to “do” the subject. • Replicates or simulates the contexts in which adults are tested in the workplace. • Assess a student’s ability to efficiently and effectively use a repertoire of knowledge and skills to negotiate a complex task. • Allows appropriate opportunities to rehearse, practice, and consult resources; obtain feedback on performances; and refine performances and products.

19. Rubrics, Checklists, and Other Evidence • UBD Templates • http://4teachers.org RubiStar PBL Checklists QuizStar

20. 3 Stages of Design: Stage 3 • 1. Identify desired results • 2. Determine acceptable evidence • 3. Plan learning experiences & instruction

21. Stage 3 big idea:

22. Think of your obligations via W. H. E. R. E. T. O. • “Where are we headed?” • How will the student be ‘hooked’? • What opportunities will there be to be equipped, and to experience and explore key ideas? • What will provide opportunities to rethink, rehearse, refine and revise? • How will students evaluate their work? • How will the work be tailored to individual needs, interests, styles? • How will the work be organized for maximal engagement and effectiveness?

23. Exit Card • When I think of implementing the UbD model, I feel ______ because _____________________.