Integrating Differentiated Instruction and Understanding by Design

1. Integrating Differentiated Instruction and Understanding by Design Each one of us is a unique individual Backward mapping Student Knowledge Standards, �Big Ideas� Assessment variety Lesson Planning School of Education, www.udel.edu/educ Differentiated Instruction is a way of thinking for teachers to help each one of their students learn and grow. Carol Ann Tomlinson has worded with many teacher to provide guidelines. Jay McTigue developed the Understanding by Design Framework with Grant Wiggins. Differentiated Instruction is a way of thinking for teachers to help each one of their students learn and grow. Carol Ann Tomlinson has worded with many teacher to provide guidelines. Jay McTigue developed the Understanding by Design Framework with Grant Wiggins.

2. Differentiated Instruction What we share in common makes us human. How we differ makes us individuals.By Carol Ann Tomlinson Source: How to Differentiate Instruction in Mixed-Ability Classrooms by Carol Ann Tomlinson (2001)

3. Understanding by Design We can create and implement standards based, powerful assessments and curricula that produces high quality learning for all students. Ideas by Jay McTighe in Integrating Differentiating Instruction and Understanding by Design. (2006)

4. Connecting Content and Kids The Four Elements Students Learning Environment Content Instruction The four elements of the classroom that must be connected are; 1. The students � getting to know their strengths, needs and interests. 2. Creating a learning community that encourages each student to do his/her best Having reach, meaningful content 4. Having a variety of instructional techniques The four elements of the classroom that must be connected are; 1. The students � getting to know their strengths, needs and interests. 2. Creating a learning community that encourages each student to do his/her best Having reach, meaningful content 4. Having a variety of instructional techniques

5. Students Know Students Readiness/skills Interests Learning Styles Culture

6. Learning Environment Create a community of learners Create a place where each member feels valued

7. Content � the rich �WHAT� Have �rich� curricula � central ideas Standards provide a beginning point Research topic to become very familiar Necessary for �precise outcomes� for pre-assessment Have clarity about curricula essential ideas Focus on Knowledge, Understandings, Skills Communicate clarity of rich curricula to students When teacher clear about �Big Ideas, more at ease and more able to be flexible � �kindergarten� version to the �college� version

8. Instruction � High Quality Learning Assessment and Instruction are interwoven Efficacy � skillful teachers accept responsibility - for the learning of all students Skillful instruction is necessary - to bring content to life for all students Flexible instruction is needed - to make content work for all students

9. Planning Design Template (First teacher needs knowledge of each student) Stage 1 � Desired Results Stage 2 � Assessment Evidence Stage 3 � Learning Plan

10. Stage 1 � Desired Results GOALS � STANDARDS UNDERSTANDINGS What are the BIG IDEAS? QUESTIONS What questions will foster inquiry, understanding, and transfer? _________________________________________________ _________________________________________________ KNOWLEDGE What knowledge and skills will students acquire? What should they be able to do after learning? Students will: (should not be differentiated) ____________________ __________________ (may be differentiated)

11. Stage 2 � Assessment Evidence (may be differentiated) Pre-assessment Data � begin planning Formative Data � ongoing Summative Data � end results Performance Task What authentic performance task(s) will demonstrate students� understanding(s)? What CRITERIA will judge them? RUBRIC for CRITERIA Other Evidence How else will students demonstrate learning (quizzes, tests, homework, journals, warm-ups, exit tickets) Record student growth and share results Effective teachers get evidence of student learning

12. Stage 3 � Learning Plan Learning Activities (learning experiences and instruction that enable students to achieve) WHERETO Framework � a guide for planning

13. WHERETO Framework Stage 3: Learning Plan precedes teaching! W � Reminds us to share GOALS What they will learn � how do I help the learner? Why is this worth learning? What evidence will show their learning? H � Hook and engage the learner Engaging tasks to begin and get students involved

14. WHERETO Framework E � Evaluation (self) and Reflection Help student develop the process of METACOGNITION Reflecting is a process T � Tailor Methods, Materials, Assessments To meet the strengths, needs, interests of All Students Differentiating Instruction and Assessment O � Organization of Learning Experiences

15. WHERETO Framework E � Equip students to master and succeed Learning Experiences that develop and deepen understanding of important ideas R � Rethink, Revision, Refinement Allow time to revisit, reinforce, extend new ideas Learning is a process � �Share Why or How� Classroom Conversations are important!

16. What does it mean to differentiate instruction? To give students multiple options for taking in information, making sense of ideas, and expressing what they learnSource: How to Differentiate Instruction in Mixed-Ability Classrooms by Carol Ann Tomlinson (2001) Carol Tomlinson is a professor at the University of Virginia and has been involved in finding and sharing ways to help teachers be responsive to all students� needs and strengths in their classrooms.Carol Tomlinson is a professor at the University of Virginia and has been involved in finding and sharing ways to help teachers be responsive to all students� needs and strengths in their classrooms.

17. Features of differentiation Proactive More qualitative than quantitative Rooted in assessment Provides multiple approaches to content, process, product, and assessment Student centered Blends whole-class, group, and individual instruction Source: How to Differentiate Instruction in Mixed-Ability Classrooms by Carol Ann Tomlinson (2001)

18. Framework for Differentiation Students� Needs Readiness Students� skills and understanding Interest Curiosity or passion Learning Profile Ways students learn best Components of Curriculum Content What teachers teach and what teachers want students to learn Process Effective activities that help students progress from a current point of understanding to a more complex level of understanding Product Long-term or culminating assignments that require students to apply knowledge (students rethink, use, and extend what they have learned over a period of time)Source: How to Differentiate Instruction in Mixed-Ability Classrooms by Carol Ann Tomlinson (2001) Explain the different ways to differentiate: Readiness: It may help when beginning to think about individuals to group students into 2 groups low achievers and high achievers. Learning Profile � Learning profile refers to the ways in which we learn best as individuals. We all have some ways of learning that are more effective for us than others. When teachers tap into modes of learning they promote effective learning, and student results are better. There are 4 categories that help to define learning profile: (Show figure 10.1 or use the Learning Profile Factors overhead to explain. Learning Profile Factors is easier to understand than Figure 10.1) Intelligence Preference � This refers to the brain-based predispositions that we all have for learning. (Pass out Multiple Intelligences packet & have student take Learning Styles Profile) Learning Environment Cognitive Style Group Orientation Explain the components of curriculum Process = Developing activities to help students understand the content. For example pg.28: Mrs. Riley was developing reading and writing skills through teaching about biographies . She developed 2 centers based upon readiness, interest, learning profile that required her student to understand features of biographies and develop reading/writing skills. (making timeline of most important events, then doing an assignment of their choice that explained their choices) (select 1 biography and a fictional work they read about a young person, writing some real-life events they have experienced. Using all 3 examples to look for common themes about growing up and choosing how to display this.) Product = Used often to assess students� knowledge. Now, let�s go back to the grid and talk about how the needs of the students may be met across the components of the curriculum using examples. Explain the different ways to differentiate: Readiness: It may help when beginning to think about individuals to group students into 2 groups low achievers and high achievers. Learning Profile � Learning profile refers to the ways in which we learn best as individuals. We all have some ways of learning that are more effective for us than others. When teachers tap into modes of learning they promote effective learning, and student results are better. There are 4 categories that help to define learning profile: (Show figure 10.1 or use the Learning Profile Factors overhead to explain. Learning Profile Factors is easier to understand than Figure 10.1) Intelligence Preference � This refers to the brain-based predispositions that we all have for learning. (Pass out Multiple Intelligences packet & have student take Learning Styles Profile) Learning Environment Cognitive Style Group Orientation Explain the components of curriculum Process = Developing activities to help students understand the content. For example pg.28: Mrs. Riley was developing reading and writing skills through teaching about biographies . She developed 2 centers based upon readiness, interest, learning profile that required her student to understand features of biographies and develop reading/writing skills. (making timeline of most important events, then doing an assignment of their choice that explained their choices) (select 1 biography and a fictional work they read about a young person, writing some real-life events they have experienced. Using all 3 examples to look for common themes about growing up and choosing how to display this.) Product = Used often to assess students� knowledge. Now, let�s go back to the grid and talk about how the needs of the students may be met across the components of the curriculum using examples.

19. Framework for Differentiation The key points that Carol Tomlinson makes in her book can be summarized into 2 components as I�ve put on this grid. Curriculum Students� needs Differentiation is about marrying the stages of the curriculum with where the students are (the readiness), where they want to go and what they want to learn (their interest), and the best way to get there (their learning style). Explain how the grid works. The key points that Carol Tomlinson makes in her book can be summarized into 2 components as I�ve put on this grid. Curriculum Students� needs Differentiation is about marrying the stages of the curriculum with where the students are (the readiness), where they want to go and what they want to learn (their interest), and the best way to get there (their learning style). Explain how the grid works.

20. Websites for Differentiated Lessons http://ideanet.doe.state.in.us/exceptional/gt/tiered_curriculum/welcome.html �The website above has some tiered differentiated lessons� k-12 for �math, science and language arts.�

21. Bibliography How to Differentiate Instruction in Mixed-Ability Classrooms by Carol Ann Tomlinson (2001) Integrating Differentiated Instruction and Understanding by Design by Jay McTighe and Carol A. Tomlinson (2006)