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Understanding by Design Stage 3 Understanding by Design Professional Development Workbook by Jay McTighe and Grant Wiggins Classroom Instruction that Works.

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Presentation on theme: "Understanding by Design Stage 3 Understanding by Design Professional Development Workbook by Jay McTighe and Grant Wiggins Classroom Instruction that Works."— Presentation transcript:

1 Understanding by Design Stage 3 Understanding by Design Professional Development Workbook by Jay McTighe and Grant Wiggins Classroom Instruction that Works by Robert J. Marzano, Debra J. Pickering, Jane E. Pollack Integrating Differentiated Instruction and Understanding by Design by McTighe and Tomlinson

2 Stage 3 Plan learning experiences and instruction Think through most appropriate instructional activities. Make teaching engaging and effective for learners while keeping the end in mind. What enabling knowledge and skills will students need to perform effectively and achieve the desired results? What activities, sequence, and resources are best suited to accomplish our goals?

3 Stage 3 Template Plan purposeful learning activities and directed teaching to help all students reach the desired achievements W – Where the unit is going, What is expected H – Hook and hold the students E – Equip students, Experience, Explore R – Rethink and Revise E – Evaluate and reflect T – Tailored learning to varied needs, interests, styles O – Organize and sequence learning

4 W Know where theyre going (the learning goals) Know why (reason for learning) Know what is required of them (unit goal, performance requirements, and evaluative criteria) Include goals, expectations, relevance and value and diagnosis (pre-test, KWL)

5 Beginning Include strategies for setting learning goals Identify clear learning goals I can…… Allow students to identify and record their own learning goals I will…… May share Big Idea, Essential Question or performance task and criteria Give a pre-test, access prior knowledge

6 H Hook students at the beginning of a new learning experience and hold their interest throughout. Engage students in the topic and point toward Big Ideas, Essential Questions, and performance tasks

7 Ideas for Hook Odd fact, anomaly, counterintuitive example Provocative entry question Mystery Challenge Problem or issue Experiment – predict outcome Role-play or simulation Personal experience Student choice Emotional Connection Humor

8 During Unit Include strategies for: Monitoring progress toward learning goals Introducing new knowledge Practicing, reviewing, and applying knowledge

9 E Experiential and Inductive Learning Concept attainment Research/I-Search project Historical investigation Scientific experimentation Problem-based learning Creative expression Exploration of issues Construction project Simulation

10 E Direct instruction to help students Compare ideas and information Find, organize, and evaluate information Generate and test hypothesis Communicate ideas Monitor their understanding Review and revise each others and own work Use problem solving strategies Summarize key ideas

11 E Homework and Other Out-of-Class Experiences Practicing skills Reading with a purpose Working on project or performance task Studying and synthesizing information Reflecting on ideas, process, or product Revising work

12 R Rethink Shift perspective Reconsider key assumptions Confront alternative versions Take the roles of… Reexamine the argument and evidence Conduct research Consider new information

13 R Revise or Refine Drafting and editing sessions Peer critiques Rehearsals Peer response groups Practice sessions Self-assessment

14 R Reflect Reflective journals and think logs Regular self-assessments Metacognitive prompts Think-alouds I-Search papers

15 E Build in opportunities for ongoing evaluation, including opportunities for students to self- evaluate and set goals What do you really understand about…? What worked/didnt work? What will you do differently next time? How could you improve?

16 T Tailoring the design to address student differences in background knowledge and experiences, skill levels, interests, talents, and learning styles Consider how lessons, activities, resources, and assessments may be personalized without changing goals Appropriate differentiation of content, process and product

17 T Content At the beginning of the unit, assess prior knowledge and skills, and develop differentiated activities to accommodate different knowledge and skill levels Provide students with open-ended questions, activities, and assessments Appeal to various modalities Use a variety of resource materials

18 T Process Accommodate students with different learning styles by providing opportunities for them to work alone and in groups Encourage students to develop their own research questions for in-depth exploration of a key idea or question

19 T Product Allow students choices of products (e.g., visual, written, oral) for activities and assignments Provide students with options for demonstrating understanding through various products and performances without compromising the goals or standards

20 Applying Differentiation McTighe and Tomlinson Stage 1 – Desired Results Established Goals, Understandings and Essential Questions – Should not be differentiated Knowledge and Skill – May be differentiated Stage 2 – Assessment Evidence May be differentiated Stage 3 – Learning Plan Should be differentiated

21 Basic Approaches to Responsive Teaching Find ways to get to know students more intentionally and regularly Incorporate small-group teaching into daily or weekly teaching routines Learn to teach to the high end Offer more ways to explore and express learning Teach in multiple ways

22 Cont. Regularly use informal assessments to monitor student understanding Use basic reading strategies throughout the curriculum Allow working alone or with peers Use clear rubrics that coach for quality Cultivate a taste for diversity

23 Backward Design and Differentiated Instruction Teachers 1. Identify desired learning results for the subject and topics they teach. 2. Determine acceptable evidence of student learning. 3. Plan learning experiences and instruction based on the first two principles. 4. Regard learner differences as inevitable, important, and valuable in teaching and learning.

24 Cont. 5. Address learners affective needs as a means of supporting student success. 6. Periodically review and articulate clear learning goals as a result of each segment of learning. 7. Use systematic pre-assessment and on- going assessment aligned with goals to make instructional decisions and adaptations.

25 O Organize learning activities to enable students to achieve the desired results Think of the unit as an unfolding story Begin with a hook and teach on an as- needed basis Ensure that there are ongoing cycles of model, practice, feedback, and adjustment built into the unit Focus on transferable Big Ideas

26 End of the Unit Include strategies for helping students determine how well they have achieved their goals. Assess progress on each learning goal Articulate what they have learned about the content and about themselves as learners

27 The End or Just the Beginning? UbD and DI provide structures, tools, and guidance for developing curriculum and instruction based on our current best understandings of teaching and learning.

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