1. Part I: Chewing the K.U.D.: Engaging Students through Strategic Design & Practice
Tara

2. Workshop Agenda Day 1 Introduction: The Human Brain & Learning
K.U.D. (Know Understand Do)
Pre-Assessment: Ability, Interest, Learning Profile
Day 2
Formative Assessment
Differentiated Activities
Mark

4. An Information Processing Model
Tara
Wolfe, Patricia. Brain Matters: Translating Research into Classroom Practice. ASCD, 20011

5. Unit Design: K.U.D. Essential Question What I want students to know
What I what students to understand
What I want students to be able to do
Tara

6. K.U.D.
Mark—the first step required to make all teaching and learning effective: We have to know where we want to end up before we start out—and plan to get there.

7. Knowledge Understanding vs. The facts A body of coherent facts
Verifiable claims
Right or wrong
I know something is true
I respond on cue with what I know
Understanding
The meaning of the facts
The theory that provides meaning and coherence to those facts
Fallible, in process theories
A matter of degree or sophistication
I understand why it is, what makes it knowledge
I judge when to and when not to use what I know
vs.
Mark—i.e. “She knows the meaning of the words, but doesn’t understand the sentence.”
An understanding is a mental construct, an abstraction made by the human mind to make sense of
many distinct pieces of knowledge.
John Dewey (1933) summarized the idea most clearly in How We Think. Understanding is the result of
facts acquiring meaning for the learner:
To grasp the meaning of a thing, an event, or a situation is to see it in its relations to other things: to see
how it operates or functions, what consequences follow from it, what causes it, what uses it can be put to.

8. Understandings What they ARE What they are NOT
Complete sentences that make meaning of the facts, skills, and ideas.
A set of facts
Unobvious and important: big ideas that need to be uncovered in the unit.
Obvious and easily answered
Statements that point beyond specific skills and knowledge in a unit to larger, transferable insights we want students to gain.
Truisms, definitions, vague generalizations
Statements that provide a skeleton or framework in which students can continue to add specific knowledge and skills.
Statements that can be adequately understood by being stated. “Coverage” or mentioning them in class will NOT yield student insight into the unobvious or abstract.
Statements that go beyond knowing and doing.

9. Examples of Understandings
Great artists often break with conventions to better express what they see and feel.
The Impressionists broke the rules of the Academy to make us see the real play of light on objects and people.
Price is a function of supply and demand.
Friendships can be deepened or undone by hard times.
History is the story told by the “winners.”
F = ma (weight is not mass).
Might does not make right.
Math models simplify physical relations - and even sometimes distort relations – to deepen our understanding of them.
The storyteller rarely tells the meaning of the story.
Civilizations leave legacies to help us understand our past and create our present and future.
Science experiments isolate key variables and controls for them; they is not meant to be a constant trial and error.
Can be UNIT or COURSE specific or stretch over years.

10. K.U.D. = Mark’s Intro. to Speech Unit
Essential Question: How does the history of rhetoric impact the success of current speaking situations?
Know
Understand Do
Rhetoric
Oratory
Ethos
Pathos
Logos
Aristotle
Time period: Ancient Greece
The Aristotelian persuasive appeals model still applies to today’s effective public speakers.
Utilize the three rhetorical appeals effectively when presenting speeches.
Essential Question: How do the parts of a speech work together to frame the content?
Attention Getter
Link to Topic
Thesis
Bridge
Review of points
Final thought (So what/Now what?)
These different parts of a speech work together to build an effective argument.
Write and present speeches with effective introductions and conclusions.
Mark

11. K.U.D. = Social Studies
Essential Question: How did migration affect the population of the Americas?
Know
Understand Do
The original inhabitants of the Americas migrated from Asia into North America over the Bering land bridge
Ecosystem
Elements of culture (customs, values, shelter, geography)
Migration enables organisms to meet basic needs
All parts of an ecosystem affect all others parts.
Culture shapes people and people shape culture.
Trace and explain the migratory path of the original Americans
Work collaboratively in a group to complete an assigned task
Write a unified compare and contrast paragraph
Examine varied perspectives; draw conclusions
Tara

12. K.U.D. = Math
Essential Question: What kind of information can we get from the relationship between two sets of data?
Know
Understand Do
Scatter Plot
Line of Best Fit
Correlation, positive and negative
Scatter plots provide a picture of the relationship between two sets of data.
Both scatter plots and lines of best fit can be used to predict relationships and future occurrences.
Interpret data in a scatter plot
Describe the correlation shown in a scatter plot
Find a line of best fit on a scatter plot by inspection
Tara

13. K.U.D. = Your Turn
Essential Question:
Know
Understand Do
Mark

14. Assessment
Before
Assess
Instruct
During
After
Mark – Teachers need not think that an assessment is simply a test or quiz, multiple choice/true/false, but can be observations, raising hands, CPS system, exit slips, etc.

15. Assessment OF Learning
Summative
Assessment FOR Learning
Formative
Diagnostic
Assessment AS Learning
Set goals and monitor growth
For teachers AND students
Tara – Ongoing assessment is key to help intervene when students are struggling. THE POINT is to DO SOMETHING with the results, adjust instruction based on the information you receive.

16. We look at classes of students who learn like us as the ones who “get it.” We often make judgments about the whole class based on a few kids. It’s a mistep for us to serve curriculum in one way and expect them all to digest it or buy in that one way.

18. Pre-Assessment How have you used pre- assessments in your classes?
When could you pre-assess in the future?
What did you do with the results?
Mark—topic sentence story

19. Pre-Assessment What is the K.U.D. for this unit of study?
In what ways are students most
likely to vary significantly?
Where in the unit is it most
appropriate to differentiate?
How would you grade a pre-assessment?
Mark—When planning a pre-assessment, think about the essential question for the unit, what do you want your students to know, understand, and do? How do you suspect students will vary significantly? Interest, readiness, learning profile? Where within the unit would it be most appropriate for you to differentiate instruction?

20. Pre-Assess for Readiness
Gates
Baseline Writing
Quiz (ungraded)
Anticipation Guide
Vocabulary Activity
Pre-Assess for Readiness
Tara – Every freshman took it this year, it’s in SASI. Many teachers give a baseline test that covers major concepts for the year (writing). Can always pull out new key terms from the upcoming chapter and asking students to group them and explain why or define them or use them in a sentence can help you gauge where they are.

21. Rate Your Words WORD A B C D EXAMPLE
A = I do not know it B = I think I have seen/heard
C = I might know D = I know and can use it
WORD A B C D
EXAMPLE
Could you start your next unit with key terms like this? The trick is GOING BACK to this AFTER learning.

22. Education Justice Innocence Segregation Social Inequality Humanity
WORD SPLASH
Group the following words in any way you deem appropriate and write 1-3 sentences explaining why you think they belong together.
Education
Justice
Innocence
Segregation
Social Inequality
Humanity
Morality

23. The Endocrine System
Before reading: On the line in front of each number, place an "x" that indicates where you stand in regard to the statement that follows.
Agree       Disagree      
                         
  Glands release their products into the bloodstream.
  Hormones act on target cells with specific chemical receptors.
  The endocrine system uses feedback mechanisms to destroy
homeostasis.
  The endocrine system maintains metabolism.
  Two opposing hormones will battle each other for power.
After reading: Now go back and circle any answers you would like to change. Be ready to explain why you chose to change your answer.

24. Noun Pre-Test Courtesy of Ms. Afrodite Skaouris
A noun is a _______________________________. (definition)
There are two major types of nouns: ________ and ________.
3. For each of the following sentences, underline all of the nouns.
a. Children always need clothing each season.
b. Choose a jacket and gloves in this store.
c. A clerk is by the door to watch for thieves.
d. The cashier helps customers find clothes.
e. Ask for a copy of the receipt.
f. The baseball field is cared for well.
g. The coach stands near the dugout.
4. Write 5 nouns of your own:
Courtesy of Ms. Afrodite Skaouris

25. Of Mice and Men Courtesy of Mrs. Debbie Cohen
Directions: Please carefully read each statement below. In the space next to each statement please write if you STRONGLY AGREE (SA); AGREE (A); DISAGREE (D); or STRONGLY DISAGREE (SD). Keep your answers to yourself but be prepared to defend your answers using specific examples from your own experiences.
______ 1. It doesn’t matter how other people view me, as long as I
understand myself.
______ 2. The reason for discrimination is people hating other people.
______ 3. It is better for people with severe mental or physical handicaps to be educated in special schools.
______ 4. It is wrong for a person to be extremely overweight.
______ 5. The average American shows sensitivity & understanding to people
who are different.
Courtesy of Mrs. Debbie Cohen

26. Thesis Statements
Part I. Directions: Indicate on the space provided whether each of the following statements about the thesis is true or false.
__________ A thesis is a fact.
__________ The topic of a paper is its thesis.
__________ The main idea of an essay is stated in the thesis.
__________ A thesis is the writer’s opinion about a topic.
__________ A thesis appears at the start of the introduction.
__________ Thesis statements are limited to one sentence in length.
__________ The thesis presents a point that will not be discussed again in an
essay.
__________ In an expository essay about literature, the thesis argues a truth
about the text.
__________ When writing an essay for an assignment, the writer does not
have to directly respond to the prompt within the thesis statement.
__________ Logical reasoning and evidence are needed to develop an essay’s thesis.   

27. Pre-Assess for Interest
Interest Inventory
Star Rating
Thematic Survey
Pre-Assess for Interest
Mark –
Interest Inventory: series of questions about hobbies, extra-curricular activities, websites they visit most often
Star Rating: List of concepts, statements, activities which students can rate 1-5 stars based on interest

28. Pre-Assess for Learning Profile
Sternberg Triarchy:
Analytical
Practical
Creative
Pre-Assess for Learning Profile
Tara
- Maybe getting this info from Naviance through guidance?
- Must help students recognize own learning style, use it, but also practice thinking in the OTHER WAYS

29. Pre-Assess for Learning Style
Gardner’s Multiple Intelligences:
- linguistic
- logical-mathematical
- visual-spatial
- bodily-kinesthetic
- musical
- interpersonal
- intrapersonal
- naturalist
- spiritual
- existential -
Tara
- Maybe getting this info from Naviance through guidance?
- Video clips, pictures vs. sound clips, music vs. up around the room or figuring out concept through labs

30. Thesis Statements—cont.
Part II. Directions: Rank the following thesis statement arrangements. Assign a number one to the structure that best represents the thesis.
subject
opinion
main idea
purpose
position
assignment prompt
argument
reason
Courtesy of Ms. Sandra Mulligan

31. Pre-Assess for Learning Profile
Knaupp’s Personal Objectives
Interaction Inventory:
Harmony
Production
Connection
Status Quo
Mark
- If working in groups a lot or long term – good to know how to combine students based on their social interaction

32. Pre-Assessment
Which of these pre-assessments could work for your class?
When would it be appropriate?
What will you do with the results?
Mark—topic sentence story

33. For Next Time:
Create a K.U.D. for your current unit (or even one lesson)
If appropriate, use a pre-assessment before beginning a new lesson.
If possible, read one of the articles posted on the Moodle (choose the one that seems most interesting to you).

34. Part II: Stop Chewing Start Doing Practical Strategies for Supporting All Learners

35. Workshop Agenda Day 1 Introduction: The Human Brain & Learning
K.U.D. (Know Understand Do)
Pre-Assessment: Ability, Interest, Learning Profile
Day 2
Formative Assessment
Differentiated Activities
Mark

36. Formative Assessments
Occurs after initial
teaching, but before end of unit
Teacher adjusts instruction based on results

37. Formative Assessments
Entrance Slip
Exit Slip
CPS clicker system
Stop and Write
Think/Write/Pair/Share
Observations during discussion
Student Self-Reflections

38. Rework the Worksheet
Only works when teaching a specific skill that can be quickly assessed.
During instruction, gauge class, looking for about 80% understanding of new skill
Assign small number of problems that target each aspect of skill
Assess immediately, and assign different problems and/or instruct more as necessary

39. The Standard Math Worksheet
Several different sections
Each section practices a different skill
Several similar problems in each section
Each section increases in difficulty

40. The REWORKED Math Worksheet
First section includes 1-2 problems from each section
Teacher checks each students’ answers as they finish
Once initialed, students can continue on with homework
Teacher works with students who need it based on their answers

41. Rework the Quiz because skills are grouped together
- Not the same as summative assessment
because skills are grouped together
- Teacher can target extra practice based on student need

43. Entrance Slip Name______________________________________ Date ________
What was the big event of the chapter?
How might this lead toward the climax?
Describe the conflict surrounding this event.
What does this show about the characters?
When you read this, what were your thoughts, comments, questions, concerns, etc. ?
Tara - Could also be the quiz at beginning of class. Change up questions so they fit the text and keep kids on their toes.

44. Exit Slip Name__________________________________ Date ________
What is the difference between a Works Cited and a Bibliography?
What is a hanging indent, and how do you format it in Microsoft Word?
How do you alphabetize a Works Cited page?
Mark - Doesn’t have to be pre-planned, could use scrap paper on the fly. Could be checked in quickly and categorized in piles by proficiency

45. CPS clickers Do you understand? Which of these is
A = yes B = no
Which of these is
the final step in editing?
On a scale of 1-10, 10 being the best, what is your comfort level with this concept?
Which of these characters is the protagonist?
How many minutes did you spend reading last night?
Tara - Pre-load questions or ask them on the fly
Can have answers pop up on screen or just on your computer
Answers are anonymous if you want them to be
World Language has Smart Response System

46. Stop and Write
“Class, stop and write… …an inference about why you think the character did this.” …what you would do in the character’s situation.” …a prediction about what could happen next.” …a description or picture of what you’re visualizing right now.”
Mark – Again, something you can come up with in the moment, or have it pre-planned

47. Think/Write/Pair/Share
When you read about the abuse the character endures, what connections do you make to yourself or others? (You will not have to share this answer with your partner.)
How do you think the abuse affects the way the character behaves later on? (You WILL have to share this answer.)
Mark – Gets students thinking without forcing them to share personal information. Then requires that they share their thoughts on the TEXT which is less intimidating and the actual GOAL of instruction.

48. Observations during discussion
Key:
+ = Q (questioning)
= Ans (answering)
= Sum (summarizing)
= L (listening)
= Rec. (recording)
- = OT (off task)
= Int. (interrupting)
= Sh. (shouting)
= Ig (ignoring)
Tara – Could use during literature circles – a snapshot of discussion the moment you walk around, and each group members contributions
Began with T for talking but realized I needed to distinguish between what type of talk was occurring.

49. Respectful Differentiation
Offer students different ways to learn, but objectives remain the same
All activities lead to the K.U.D.
All activities are equally engaging
Groups are flexible and change constantly
Grading the work differently is not differentiation
Tara – DI can be groups, but doesn’t have to be groups. If you do use groups, always think carefully about why and how. Is it for interest, ability, or learning style? Don’t always do the same one! Keep groups flexible and change them often. Make sure they have a clear purpose l- when reviewing mixed readiness, when competing similar readiness.

50. Some Differentiated Activities
Jigsaw
Agenda
Orbital Studies (research project)
Problem-Based Learning
Entry Points (multi-genre project)
Tic-Tac-Toe
RAFT (role-audience-format-topic)
Entrance slips and exit slips Look through different activities and pick one you would like to try.

51. Assign different readings, or sections of a reading, to groups of students based on difficulty, length, topic, interest, or prior knowledge.
Regroup students so each text is represented. They each share the important concepts from their reading.
Can be as structured as you choose – you may collect a handout from all groups and look over them before they teach each other.
Jigsaw
Mark

52. Jigsaw
Use when students need to gain a lot of information on a single topic
Not appropriate if students need to acquire new knowledge
Good for sharing main ideas
Mark

53. Agenda/Checklist/Menu
Give students a checklist of activities they must complete in a certain time frame
You may require approval (a check) before they can move on to the next activity.
You may require all activities or provide choice among the activities.
Determine if the order of activities matters.
Tara

54. Essay Checklist Directions: After you complete each item in the checklist, show it to a classmate for review. After revisions, show me the item and I will check it off of your list.
Pre-Writing/Preparation
 Brainstorming
 Thesis
 Bridge
 Outline
Writing
 Introduction paragraph
 Body paragraph 1
 Body paragraph 2
 Body paragraph 3
 Conclusion paragraph
Review
 Revised for clarity
 Revised for organization
Revised for mechanics
Writing conference in TLC

55. Orbital Studies/Research Project
Students choose a topic and follow research guidelines and a time frame set by the teacher.
May offer choice in how students represent their findings.
May have class research different aspects of a common theme or topic.
Mark – Who does a research project?

56. Problem-Based Learning
The teacher presents students with a situation, or problem.
Students must research and design solutions to the problem.
Teacher may allow choice in how students present their solutions.
Tara – Biology ecology example. How can this be differentiated?

57. Entry Points/Multi-Genre Project
Whole class or individual students pick a theme.
Students must create several products centered around the theme.
Products may all be written, or a mix of writing, video, musical, and graphic products.
Tip: Create a rubric that works for every project based on objectives.
Example:
Tara

58. Tic-Tac-Toe
Create at least nine activities centered around the same three objectives.
Present activities in a tic-tac-toe style layout.
Students must complete any three of the activities, as long as they make a tic-tac-toe on the board.
Mark

59. Tic-Tac-Toe for To Kill a Mockingbird
Interview Article
Photo-Story
Map the Story
Survey the School
Brochure
Facebook Page
Blog
Song
Persuasive Letter
May need to plan as a team so people can create directions for each activity. Make sure each leads to same objectives and learning. TIP: Try to make same rubric that can count for any activity.

60. Mark - R = role, A = audience, F = format, T = topic—works well for interest, readiness, and learning profile
Teacher can assign one column and allow for student choice in the other columns

61. Tara