UbD & DI

1. UbD & DI KEY CONCEPTS

2. Tomlinson & McTighe, 2006 • Teachers find it increasingly difficult to ignore the diversityof learners who populate their classrooms.

3. Tomlinson & McTighe, 2006 • Culture, race, language, economics, gender, experience, motivation to achieve, disability, advanced ability, personal interests, learning preferences, and presence or absence of an adult support system are just some of the factors that students bring to school with them in almost stunning variety.

4. Tomlinson & McTighe, 2006 • Few teachers find their work effective or satisfying when they simply “serve up” a curriculum – even an elegant one – to their students with no regard for their varied learning needs.

5. Tomlinson & McTighe, 2006 • Differentiated Instruction focuses on whom we teach, where we teach, and how we teach. Its primary goal is ensuring that teachers focus on processes and procedures that ensure effective learning for varied individuals (Tomlinson & McTighe, 2006).

6. Understanding by Design • We can create and implement standards based, powerful assessments and curricula that produce high quality learning for all students.” – Jay McTighe

7. Differentiated Instruction • “What we share in common makes us human. How we differ makes us individuals.” – Carol Ann Tomlinson

8. To differentiate is to give students multiple options for taking in information, making sense of ideas, and expressing what they learn. MULTIPLE OPTIONS

9. UbD • Understanding by Design is predominantly a curriculum design model • DI • Differentiated Instruction is predominantly an instructional design model Who? Where? What? How?

10. The Logic for Combining UbD and DI

11. In effective classrooms, teachers consistently attend to at least four elements: whom they teach (students), where they teach (learning environment), what they teach (content), and how they teach (instruction).

12. If teachers lose sight of any one of the elements and cease investing effort in it, the whole fabric of their work is damaged and the quality of learning impaired.

13. Understanding by Design focuses on what we teach and what assessment evidence we need to collect. Its primary goal is delineating and guiding application of sound principles of curriculum design.

14. It also emphasizes how we teach, particularly ways of teaching for student understanding(Tomlinson & McTighe, 2006).

15. The Four Elements of Connecting Content to Learners

16. Connecting Content to Learners I. Students Readiness/skills Interests Learning Styles Culture

17. Connecting Content to Learners II. Learning Environment Create a community of learners Create a place where each member feels valued

18. Connecting Content to Learners III. Content Have “rich” curricula with stated central ideas Use standards as a beginning point Be clear about curricula essential ideas Focus on Knowledge, Understandings, Skills

19. Connecting Content to Learners IV. Instruction Assessment and Instruction are interwoven Accept responsibility for the learning of all Skillful instruction brings content to life Flexible instruction makes content work for all

20. Differentiated Instruction is . . . • Proactive • More qualitative than quantitative • Rooted in assessment • Provision of multiple approaches to content, process, product, and assessment • Student centered • Teaching that blends whole-class, group, and individual instruction

21. Framework for Differentiation • Learner NeedsReadiness (Students’ skills and understanding)Interest(Curiosity or passion)Learning Profile (Ways students learn best) • Curriculum ComponentsContent(what teachers teach and want learners to learn) Process (activities that lead to a more complex level of understanding) Product (long-term or culminating assignments requiring students to apply knowledge)

22. Three Reporting Factors • Grades for Achievement of goals • Progress toward goals • Work habits (completing work on time, asking questions for clarification, persisting when faced with challenging material, listening to feedback)

23. WHERETO Framework