Differentiation and UbD Workshop 1


Published on

Published in: Business, Education
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • Differentiation and UbD Workshop 1

    1. 1. Differentiated Instruction & Understanding by Design Workshop Series Barrett Elementary School Library Wednesdays 1:30 – 3:30 p.m. October 10 & 17, December 5 & 12, 2007
    2. 2. Overview of Session 1 <ul><ul><li>Understanding : Differentiation works more effectively when pre-assessment informs instruction </li></ul></ul><ul><ul><li>Skills : Participants will be able to </li></ul></ul><ul><ul><ul><li>self-assess their expertise in differentiated instruction </li></ul></ul></ul><ul><ul><ul><li>develop and interpret appropriate pre-assessment </li></ul></ul></ul><ul><ul><li>Knowledge : Participants will know </li></ul></ul><ul><ul><ul><li>the difference between surface and in-depth differentiation </li></ul></ul></ul><ul><ul><ul><li>a variety of pre-assessment strategies </li></ul></ul></ul>
    3. 3. Agenda <ul><li>Brief overview of Understanding by Design (UbD) </li></ul><ul><li>Self-Assessment and Discussion </li></ul><ul><li>The Big Picture of Differentiation </li></ul><ul><li>Pre-assessing - A critical link in differentiation </li></ul><ul><li>Time to work on unit pre-assessment and lesson planning </li></ul><ul><li>Closure and Raffle </li></ul>
    4. 4. UbD at Barrett
    5. 5. Barrett Enduring Understandings <ul><li>Using a common vocabulary when developing units of study improves instructional delivery. </li></ul><ul><li>Focusing on the big ideas rather than on activities and strategies gives instructional coherence to units of study. </li></ul>
    6. 6. Barrett Enduring Understandings <ul><li>Exploration of big ideas generates enduring understandings that learners discover have interdisciplinary applications and connections to the world outside the classroom. </li></ul>
    7. 7. Barrett Enduring Understandings <ul><li>The process of identifying what is worth understanding is intellectually challenging, sometimes frustrating, and requires time and thought. </li></ul>
    8. 8. Barrett Enduring Understandings <ul><li>Thinking like an assessor before designing lessons is not easy and does not come naturally. </li></ul><ul><li>The assessment of understanding should be thought of as a collection of evidence over time instead of an event. </li></ul>
    9. 9. Understanding by Design <ul><li>Also referred to as </li></ul><ul><ul><li>Teaching for Meaning </li></ul></ul><ul><ul><li>Backward Design </li></ul></ul>
    10. 10. Why “backward”? <ul><li>The stages are logical but they go against habits </li></ul><ul><ul><li>We’re used to jumping to lesson and activity ideas - before clarifying our performance goals for students </li></ul></ul><ul><ul><li>By thinking through the assessments upfront, we ensure greater alignment of our goals and means, and that teaching is focused on desired results </li></ul></ul>“ Begin with the end in mind”
    11. 11. Facets of Understanding desired understanding application empathy self-knowledge perspective interpretation explanation
    12. 12. You’ve got to go below the surface...
    13. 13. to uncover the really ‘big ideas.’
    14. 14. The “big ideas” of each stage: What are the big ideas? What’s the evidence? How will we get there? Assessment Evidence Learning Activities Understandings Essential Questions s t a g e 2 s t a g e 3 Standard(s): s t a g e 1 Performance T ask(s): Other Evidence: Unpack the content standards and ‘content’, focus on big ideas Determine multiple sources of evidence, aligned with Stage 1 Plan the implied learning from Stages 1 & 2
    15. 20. Whole Group <ul><li>What pre-assessment techniques are you currently using? </li></ul>Video Clip – Continuously Assess
    16. 22. Requirements for 10 Gifted Points <ul><li>Two lesson plans </li></ul><ul><li>Implementation of lessons </li></ul><ul><li>Reflection on implementation </li></ul>
    17. 23. Time to Work in Groups <ul><li>Design pre-assessments for unit </li></ul>
    18. 24. Session Next Week <ul><li>Ideas for modifying CPPL – Content, Process, Product, Learning Environment </li></ul><ul><li>Strategies for Compacting </li></ul><ul><li>Work on differentiated lessons </li></ul>Don’t forget the raffle!
    19. 25. Raffle!!!!