1. Based on Creating the Dynamic Classroom by Schwartz/Pollishuke and the works of Bloom, Gardner, Wiggins & McTighe, Tomlinson, Case, etc.

2. Overview… How Children Learn Differentiated Instruction Entry Points in Planning Backward Mapping Enduring Understandings Guided Practice in Planning a Unit Independent Practice in Grade Groups Culminating Task, Celebration/Closure

3. I hear and I forget I see and I remember I do and I understand Chinese Proverb

4. Examine Bloom’s Taxonomy Multiple Intelligences Learning Styles Constructivist Theories Understanding by Design (UBD)

5. Examine the apple on your table. Cut it open, smell it, taste it, touch it, look at it, listen to it. Using all your senses, describe the apple and record what you see, hear, taste, smell, feel on the paper provided.

6. Examine the plastic apple on your table. What can you not now use to describe the apples? Cross out any descriptors that you can not include now that you are examining the plastic apple.

7. Look at the picture of the apples above. What can you not now use to describe the apples? Cross out any descriptors that you can not include now that you are looking at the picture above.

8. Look at the picture of the apple above. What can you not now use to describe the apple? Cross out any descriptors that you can not include now that you are looking at this picture above.

9. Look at the word above. What can you not now use to describe the word apple? Cross out any descriptors that you can not include now that you are looking at the word above.

10. Discuss…. What are the implications for classroom planning and curriculum design?

11. The biggest mistake of the past centuries in teaching has been to treat all children as if they were variants of the same individual, and thus to feel justified in teaching them the same subjects in the same ways. »Howard Gardner (in Siegel & Shaughnessy, 1994)

12. Ways In Which Individuals Differ Prior knowledge or skill expertise Learning rate Cognitive ability Learning style preference Motivation, attitude, and effort Interest, strength, or talent Differentiation… Acknowledges differences Process teachers use to enhance learning and improve the match between the learner’s unique characteristics and curriculum components

14. The Dinner Party You are having a dinner party for six friends. You decided weeks ago that your party would have an Italian theme. You are planning to serve Veal Parmesan, Caesar Salad, green beans with cream sauce and garlic bread. For dessert, you have ordered tiramisu from your local Italian bakery. Each one of your friends will be bringing a guest that you don't know. The day before your dinner party, one of your friends calls to say she is bringing her cousin who is vegan. What are the factors and arrangements that need to be made for this dinner party? Discuss your feelings in this situation. What are the implications for classroom planning and curriculum design?

15. There are many ‘doorways’ into successful design – you can start with...  Curriculum Expectations  Performance goals  A key resource or activity  A required assessment  A big idea, theme, or issue that can connect to the students’ lives and current events  An important skill or process  An existing unit or lesson to edit  Serendipity, a spark of genius!

16. “To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you are going so that you better understand where you are now so that the steps you take are always in the right direction.” Stephen Covey : Seven Habits of Highly Effective People 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

17. Stages in the Backward Design Process Identify desired results Determine acceptable evidence Plan learning experiences & instruction Wiggins & McTighe: Understanding by Design, 1998

18. Establishing Curricular Priorities Worth being familiar with Important to know and do “Enduring” understanding Wiggins & McTighe: Understanding by Design, 1998

19. You’ve got to go below the surface...

20. to uncover the really ‘big ideas.’

21. Focus on Priorities Which subject matter is really important –At the heart of the discipline –Enduring value –Requires uncoverage –Potentially engaging –Focus on enduring understandings Cluster the Expectations Examine the expectations Decide on… Enduring Understanding(s) Select some expectation which are… Important to Know/Do Select expectations which are … Worth Being Familiar With

22. Culminating Tasks “A culminating task allows students to create and present the largest, richest piece of work in a unit. All other work and learning prepares students to do this task. When teachers design culminating tasks, they generally ‘design down’, that is they begin with the learning at the end in mind.” What do I do about the kid who….? Kathleen Gould Lundy Create a museum. Prepare and present a documentary scene. Research, investigate, and perform a trial. Prepare a poetry café. Design a gallery of artwork. Design a memorial. Design a web page. Design a brochure. Create advertisements Create a commercial Create a magazine Develop a portfolio Design a game board Create a tapestry Create a radio Make a ppt presentation

23. Success by Design Next go through Guided Practice of Unit Planning

24. Planning Aloud, Thinking Allowed Guided Practice… Task Choose a person to record in the workbook. Complete the tasks page by page as instructed. Some parts of the process will be timed for quick response and completion. Refer to the annotated workbook distributed and to Dynamic Classroom, Chapter 5, pg. 52-59 Always consider Differentiated Instruction, Bloom’s Taxonomy, Multiple Intelligences, Learning Styles when designing curriculum.

25. Planning Aloud, Thinking Allowed Independent Practice… Students work in grade groups to begin the planning process. They come to class with resources to plan the unit that they will be implementing during their second practicum.

26. Recap… Apples Learn how to plan a unit of study Overview of how children learn, differentiated instruction, enduring understandings, etc. The Dinner Party Walk through the workbook with Ancient Civilizations Work in grade groups planning their own units Gallery walk and sharing of units Mental Set Purpose and Objective InputModelling Guided Practice Independent Practice Closure

27. Questions????