Presentation on theme: "Connecting Content and Kids"— Presentation transcript:
1Connecting Content and Kids Integrated Curriculum, Differentiated Instruction and Understanding by DesignConnecting Contentand Kids
2UbD and DI: An Essential Partnership Integrating Differentiated Instruction + Understanding by Design:Connecting Content and Kidsby Carol Ann Tomlinson and Jay McTighe
3“In effective classrooms, teachers consistently attend to at least four elements: whom they teach (students),where they teach (learning environment),what they teach (content), andhow they teach (instruction).If teachers lose sight of any one of the elements andcease investing effort in it, the whole fabric of theirwork is damaged and the quality of learning impaired.”Read Chapter One
4Teaching is an Integrated Process CurriculumAssessmentLearning EnvironmentInstruction
5The primary goal of quality curriculum design is to develop and deepen student understanding. Evidence of student understanding is revealed when students apply (transfer) knowledge in authentic contexts.Effective curriculum development following the principles of backward design helps avoid the twin problems of textbook coverage and activity-oriented teaching in which no clear priorities and purposes are apparent.Regular reviews of curriculum and assessment designs, based on design standards, provide quality control and inform needed adjustments. Regular reviews of “results” (i.e., student achievement) should be followed by needed adjustments to curriculum and instruction.Teachers provide opportunities for students to explore, interpret, apply, shift perspectives, empathize, and self-assess. These six facets provide conceptual lenses through which student understanding is assessed.Teachers, students, and districts benefit by “working smarter” and using technology and other vehicles to collaboratively design, share, and critique units of study.UbD is not a program, but a way of thinking, not a program. with the goal of promoting better student understanding.
6The Big Ideas of UbDUbD Big IdeaWhat’s the PointIf not…Backward DesignPlans need to be well aligned to be effectiveAimless activity and coverageTransfer as GoalIt is the essence of understanding and the point of schoolingStudents fail to apply; poor learningUnderstandingvia Big IdeaThat’s how transfer happens, makes learning more connectedLearning is fragmented; more difficult, less engagingMeaningful learningThat’s what is most engaging and invitingYou lose many kids over timeUbD is not a program, but a way of thinking, with the goal of promoting better student understanding.
8Categories ofStudent VarianceContributors to the CategoryBiologyGenderNeurological “wiring” for learningAbilitiesDisabilitiesDevelopmentDegree of PrivilegeEconomic statusRaceCultureSupport systemLanguageExperiencePositioning for learningAdult modelsTrustSelf-conceptMotivationTemperamentInterpersonal skillsPreference/Learning StylesInterestsLearning preferencesPreferences for individualsCategories of Student Variance with Contributors that have some Implications for Learning
9How do we get our students to Learn? To Think? KNOWINGUNDERSTANDINGHow do we move students fromknowing to understanding?
11Integration: An ESU Contribution Relationship between and among disciplines and bodies of knowledgeReading, writing and creating are ways to organize thinking and knowingChildren learn better and more deeply if learning is connectedIntegration provides multiple entry points for diverse learnersIntegration supports authentic work, personal engagement and understanding
12Important Questions for Planning How can we promote UNDERSTANDING more by design than by good fortune?How do you know when they “GOT IT”? What is and isn’t evidence of UNDERSTANDING?How do we move beyond designing merely interesting activities or textbook coverage? How do we teach for UNDERSTANDING?
13Six Facets of Understanding How do we know whatwe really understand?
14When we truly understand we can: Explain – Provide theories, ‘the why’Interpret – Meaning, stories, translationsApply – Use and adapt what we know in diverse contextsPerspective – Other points of view, critical stance; zoom in/outEmpathize – “Walk in the shoes of…”Self-Knowledge – Wisdom, “knowing thyself”, aware of prejudice
15Where do we begin the Unit? Step 1 - IDENTIFY DESIRED RESULTSBEGIN WITH THE END IN MIND!DO IT FIRST; DO IT WELLStep 2 - DETERMINE ACCEPTABLE EVIDENCECLARIFIES WHAT LEARNING LOOKS LIKE IN THIS UNIT OF INSTRUCTION FOR ALL STUDENTSStep 3 - PLAN DIFFERENTIATED EXPERIENCES AND INSTRUCTIONDETERMINES THE LEVEL OF STUDENT ENGAGEMENT AND DEPTH OF UNDERSTANDINGStep 4 - SET THE STAGE FOR LEARNINGPROVIDES THE SUPPORT & RESOURCES FOR LEARNING IN THROUGHOUT THE UNIT
16- Design Template Should not be differentiated May be differentiated Should be differentiated
17Stage 1: Identifying Desired Results What is worthy and requiring of understanding?
18Enduring Understanding Learning Goals & StandardsBig IdeaEXPLORATIONEssential QuestionsSTAGE ONE: What is worthy of knowing?
19Stage 1: Key Design Elements How can we unpack the goals (e.g. content standards, district goals) to derive big ideas?What “big ideas” do we want students to come to understand?What essential questions and understandings will stimulate and promote inquiry?What knowledge and skills need to be acquired given the understandings and related content standards?
21Big Ideas: What are they? Is it a Big Idea?A core idea or process at the “heart” of the discipline?Enduring – has lasting value?Connecting Idea – Will it help link discrete facts/skills, disciplines?Require “uncoverage” (it is often abstract or a misunderstood idea)Transferable to other topics?
22Stage 1: Identifying Desired Results Decide on the essential questions and Big IdeaQuestions which point to the big ideas and deepen inquiry?Identify what is important to know and doCreate learning goals for each topic, use enabling wordsCheck national, state, and district standardsPossible regional topic opportunitiesTeacher expertise and interestIsolate the “enduring understanding”A generalization that connects to the “Big Idea” and cuts across and integrates learning goalsMust incorporate and value each topics for an integrated unit - Content is set of linked ideasTake the filter test: Important to know as an adult? Integral to discipline’s process or product? Something to uncover? Inherently engaging to students?
23Select a BIG IDEA(s) - An abstract and transferable concept, theme or process at the hear of a subject or topicMoodOrder patternsPerspectiveProduction or consumptionProofSurvivalRelationshipsRepetitionRhythmStructuresSustainabilitySystemsDemocracyTyrannyWealthOTHERS?Abundance or capacityAcceptance or rejectionAdaptationAging or maturityBalanceChallengeChange or continuityCharacterCommunitiesConflictConnectionsConservationCooperationCorrelationCourageCreativityCultureCyclesDefense or protectionDemocracyDiscoveryDiversityEnvironmentsEquilibriumEvolutionExplorationFabricationFairnessHarmonyHonorInteractionsInterdependenceInventionJusticeLibertyLoyaltyMigration
24From Big Ideas to Understandings and Essential Questions Important, provocative question that recur throughout our livesCore ideas and inquiries within the disciplineHelps students effectively inquire and make sense of the big idea(s) and requires students to make decisions about answersEngages a specific and diverse of learnersUnderstandingsWhat specific insights will students take away about the meaning of “content” via big ideas?Understandings summarize the desired insights we want students to realizeUnderstandings make sense of facts, skill, and ideas: they tell us what our knowledge means, connect the dots
25Knowledge Skills Basic skills- e.g. decoding, drawing Communication skills – e.g. listening, speaking, writingResearch/inquiry/ investigation skillsThinking skills – e.g. comparing, problem solving, decision makingStudy skills – e.g. note takingInterpersonal, Group skillsVocabulary/terminologyDefinitionsKey factual informationCritical detailsImportant events and peopleSequence/timeline
26Stage 2: Determine Acceptable Evidence What is Evidence of Understanding?
27STAGE 2: Determine Acceptable Evidence Think like an Assessor!What is the purpose for assessment?Diagnostic, Formative, or SummativeRefer back to Stage 1: Enduring Understandings, Essential Questions, learning goals?Who are your learners?What methods and scoring tools will show understanding?Consider a wide range of assessment methods and scoring tools.Anchor assessment with performance tasks or projects; use traditional assessments to round out the pictureAssessment filters? Valid, reliable, sufficient, feasible, authentic work, student friendly
28Collect Acceptable & Sufficient Evidence May be differentiated
29Summative Project: Create an Authentic “performances of understanding” G - a real-world goalR - a meaningful role for the studentA - authentic, or simulated real-worldaudience(s)S - a conceptualized situation that involve real-worldapplicationP - student generated culminating products andperformancesS - consensus driven performance standards(criteria) for judging success
30STAGE 2: Thinking Process WHAT IS EVIDENCE OF UNDERSTANDING? Determine the Performance task or Project = Summative Assessment MethodIsolate key criteria for assessing summative performance or project – Create a Rubric for Summative Project! - May be differentiatedSelect supportive Assessments:Formative Assessments - while learningDiagnostic Assessments - before learning4. Isolate criteria and develop tools for supportive assessments methods - May be differentiated
31ASSESSMENT PLANNING KEEP IN MIND ASSESSMENT PLANNING KEEP IN MIND Purpose: Diagnostic, Formative, Summative Student Outcomes/Learning Goals Learner CharacteristicsAssessment MethodsCase Study ChartsChecklist DemonstrationsEssay Exams &QuizzesExhibitions Graphic OrganizersGroup Project Guided ResponseInterviews Journal or LogOpen Response PerformanceObservation Problem-solvingProduct ProjectPortfolio RubricResearch Paper Short AnswerScoring ToolsChartChecklistGraphic OrganizerRubricsScalesExam/Quiz KeyObservation with criteria
32Stage 3: Plan Differentiated Experiences & Instruction What learning experiences and instructionpromote engagement, understandingand achievement for ALL students?
33Stage 3: Plan Differentiated Experiences & Instruction Use the learning cycle to sequence experiences within and across disciplinesAwareness • Exploration • Elaboration • UtilizationSelect a variety of highly effective strategies from research-based repertoire of teaching strategiesDifferentiate instruction to accommodate for advanced learners, learners and struggling learnersCheck connection to Stage 1: enduring understanding and essential questions, learning goals.
37INSTRUCTIONMust be Differentiated for Diverse Learners
38Stage 4: Set the Stage for Learning How will the learning environmentsupport, stimulate, inspire andvalidate student learning?
39Stage 4: Set the Stage for Learning Plan an Integrated Learning CenterDraw the center design and add appropriate modifications or assistive technologiesIdentify where and how will you communicate and share student learning with others including process and productsList the resources, artifacts, and materials you need to successfully teach this unit.Identify which artists and/or works of art support visual literacy and connections to other disciplines.Determine the children’s literature needed to support the curriculum content and verbal literacy - leveled books.Select other materials, games, artifacts you may need to support learning of all students.
40Where to Begin Your Unit? Step 1 - IDENTIFY DESIRED RESULTSKEY STEP FOR THE ENTIRE UNIT - BEGIN WITH THE END IN MIND!DO IT FIRST; DO IT WELLStep 2 - DETERMINE ACCEPTABLE EVIDENCECLARIFIES WHAT LEARNING LOOKS LIKE IN THIS UNIT OF INSTRUCTIONStep 3 - PLAN EXPERIENCES AND INSTRUCTIONDETERMINES THE LEVEL OF STUDENT ENGAGEMENT AND DEPTH OF UNDERSTANDINGStep 4 - SET THE STAGE FOR LEARNINGPROVIDES THE SUPPORT & RESOURCES FOR LEARNING IN THIS UNIT