Presentation on theme: "Understanding by Design Stage 3"— Presentation transcript:
1 Understanding by Design Stage 3 Understanding by Design Professional Development Workbook by Jay McTighe and Grant WigginsClassroom Instruction that Works by Robert J. Marzano, Debra J. Pickering, Jane E. PollackIntegrating 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 TemplatePlan purposeful learning activities and directed teaching to help all students reach the desired achievementsW – Where the unit is going, What is expectedH – Hook and hold the studentsE – Equip students, Experience, ExploreR – Rethink and ReviseE – Evaluate and reflectT – Tailored learning to varied needs, interests, stylesO – Organize and sequence learning
4 W Know where they’re 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 criteriaGive a pre-test, access prior knowledge
6 HHook 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 questionMysteryChallengeProblem or issueExperiment – predict outcomeRole-play or simulationPersonal experienceStudent choiceEmotional ConnectionHumor
8 During Unit Include strategies for: Monitoring progress toward learning goalsIntroducing new knowledgePracticing, reviewing, and applying knowledge
9 Experiential and Inductive Learning Concept attainmentResearch/I-Search projectHistorical investigationScientific experimentationProblem-based learningCreative expressionExploration of issuesConstruction projectSimulation
10 Direct instruction to help students Compare ideas and informationFind, organize, and evaluate informationGenerate and test hypothesisCommunicate ideasMonitor their understandingReview and revise each others and own workUse problem solving strategiesSummarize key ideas
11 Homework and Other Out-of-Class Experiences Practicing skillsReading with a purposeWorking on project or performance taskStudying and synthesizing informationReflecting on ideas, process, or productRevising work
12 R Rethink Shift perspective Reconsider key assumptions Confront alternative versionsTake the roles of…Reexamine the argument and evidenceConduct researchConsider new information
13 R Revise or Refine Drafting and editing sessions Peer critiques RehearsalsPeer response groupsPractice sessionsSelf-assessment
14 R Reflect Reflective journals and think logs Regular self-assessments Metacognitive promptsThink-aloudsI-Search papers
15 EBuild in opportunities for ongoing evaluation, including opportunities for students to self-evaluate and set goalsWhat do you really understand about…?What worked/didn’t work?What will you do differently next time?How could you improve?
16 TTailoring the design to address student differences in background knowledge and experiences, skill levels, interests, talents, and learning stylesConsider how lessons, activities, resources, and assessments may be personalized without changing goalsAppropriate differentiation of content, process and product
17 TContentAt the beginning of the unit, assess prior knowledge and skills, and develop differentiated activities to accommodate different knowledge and skill levelsProvide students with open-ended questions, activities, and assessmentsAppeal to various modalitiesUse a variety of resource materials
18 TProcessAccommodate students with different learning styles by providing opportunities for them to work alone and in groupsEncourage students to develop their own research questions for in-depth exploration of a key idea or question
19 TProductAllow students choices of products (e.g., visual, written, oral) for activities and assignmentsProvide 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 ResultsEstablished Goals, Understandings and Essential Questions – Should not be differentiatedKnowledge and Skill – May be differentiatedStage 2 – Assessment EvidenceMay be differentiatedStage 3 – Learning PlanShould be differentiated
21 Basic Approaches to Responsive Teaching Find ways to get to know students more intentionally and regularlyIncorporate small-group teaching into daily or weekly teaching routinesLearn to teach to the high endOffer more ways to explore and express learningTeach in multiple ways
22 Cont.Regularly use informal assessments to monitor student understandingUse basic reading strategies throughout the curriculumAllow working alone or with peersUse clear rubrics that coach for qualityCultivate a taste for diversity
23 Backward Design and Differentiated Instruction Teachers Identify desired learning results for the subject and topics they teach.Determine acceptable evidence of student learning.Plan learning experiences and instruction based on the first two principles.Regard learner differences as inevitable, important, and valuable in teaching and learning.
24 Cont.Address learners’ affective needs as a means of supporting student success.Periodically review and articulate clear learning goals as a result of each segment of learning.Use systematic pre-assessment and on-going assessment aligned with goals to make instructional decisions and adaptations.
25 OOrganize learning activities to enable students to achieve the desired resultsThink of the unit as an unfolding storyBegin with a hook and teach on an as-needed basisEnsure that there are ongoing cycles of model, practice, feedback, and adjustment built into the unitFocus on transferable Big Ideas
26 End of the UnitInclude strategies for helping students determine how well they have achieved their goals.Assess progress on each learning goalArticulate 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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