Fall Cohort 2009 Cypress Springs High School Differentiated Instruction

Know where your students are going… Do you post your objectives? How are they worded? Are they learning goals or activities? Clear learning goals drive everything else— Planning Assessments Activities

Is a teacher's response to learner's needs Guided by general principles of differentiation Instruction that meets the needs of each student Concept-based Curriculum Differentiated Instruction Ongoing Assessment Teachers can differentiate through Through a variety of instructional strategies ProductContentProcess Building Community Readiness According to students' Learning Profile Interest

Know, Understand, and Do (KUD Model) A fundamental premise of differentiating instruction is that you must take certain steps that guarantee your students will learn what you need them to learn in order to meet curriculum guidelines and state standards. That means before you begin a unit of study, you need to know exactly what you expect from students. Of course, this is nothing new, but too often it’s a simple step we neglect to follow as we instruct our students. One suggestion many practitioners of differentiation offer is the KUD method. As you prepare a unit, explicitly explain what it is you want students to Know (K),Understand (U), and Do (D).

Foundations of Differentiated Instruction: KNOW YOUR TARGET  Teachers answer the critical question— What do we want all students to know and be able to do?  They clearly identify & communicate KUD s What students will.. K now U nderstand & D o………. as a result of the unit/lesson  Knowing your target is essential to quality formative and summative assessment.

See Handouts on KUD model

KNOW (facts, vocabulary, dates, rules, people, etc.) ecosystem elements of culture (housing/shelter, customs, values, geography) UNDERSTAND (complete sentence, statement of truth or insight – want students to understand that... ) All parts of an ecosystem affect all others parts. Culture shapes people and people shape culture. DO (Basic skills, thinking skills, social skills, skills of the discipline, planning skills --- verbs) Write a unified paragraph Compare and contrast Draw conclusions Examine varied perspectives Work collaboratively Develop a timeline Use maps as data KNOW (facts, vocabulary, dates, rules, people, etc.) ecosystem elements of culture (housing/shelter, customs, values, geography) UNDERSTAND (complete sentence, statement of truth or insight – want students to understand that... ) All parts of an ecosystem affect all others parts. Culture shapes people and people shape culture. DO (Basic skills, thinking skills, social skills, skills of the discipline, planning skills --- verbs) Write a unified paragraph Compare and contrast Draw conclusions Examine varied perspectives Work collaboratively Develop a timeline Use maps as data Tomlinson * 02

What are the desired results? What are our “marching orders”? What big ideas are embedded within the TEKS? “Unpack” Content Standards

Two essential questions: 1. What is the TEK really asking? 2. Is it a process or is it content question? Process: learning or developing a skill Content: emphasized content knowledge

How do you know which one? Look at the verb. Content Identify Describe Explain Where is this in the KUD Model? Process Evaluate Analyze Create Where is this in the KUD Model?

Social Studies US History: 18) Citizenship. The student understands efforts to expand the democratic process. The student is expected to: B. Evaluate various means of achieving equality of political rights, including the 19 th, 24 th, and 26 th amendments.

How an item writer breaks it down: Social Studies US History: 18) Citizenship. The student understands efforts to expand the democratic process. The student is expected to: B. Evaluate various means of achieving equality of political rights, including the 19 th, 24 th, and 26 th amendments. What do they have to know? What do they have to understand? What do they have to do?

Evaluate various means of achieving equality of political rights, including, the 19 th, 24 th, and 26 th amendments. What’s the skill? Evaluate: Assess Estimate Calculate Appraise Did the amendment/s work? How can I show that? Graph Chart Picture

Establishing Priorities Worth being familiar with Important to know and do “Enduring” understanding Knowledge that is worth being familiar with Knowledge and skills that are important to know and do Understandings that are enduring

Understanding, defined: They are... specific generalizations about the “big ideas.” They summarize the key meanings, inferences, and importance of the ‘content’ deliberately framed as a full sentence “moral of the story” – “Students will understand THAT …”

The Transfer Question: What should the student be able to do effectively with this understanding? How will transfer ability be developed over the course of units, courses, and programs? You have to plan with the end in mind…. What do you want the students to know, understand, and do with the learning?

Principle 2: Know where your students are going Unpack the standards. Look for implied content and process. Break goals down into smaller learning segments. Match all learning activities to the goal. Make the goal the floor rather than the ceiling. Clearly communicate learning goals to students and parents.

Yes, but… P. 59 P.70

Your assignment…. Unpack your standards by… Using the KUD Model Look at previously released TAKS tests. Which question (understanding, idea, etc) is repeated consistently?