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Designs Session 4 - Elementary
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Designs Session 4 - Elementary

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  • 1. Designing Instruction for Deep Learning and Diversity Session 4 March 29, 2010 LMCC
  • 2. Backward Design Model – Stage 2 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences and instruction
  • 3. Backward Design Model – Stage 2 BIG IDEA: Differentiated Instruction ENDURING UNDERSTANDING: Every student should have the opportunity and be supported in order to attain deep understanding of the core (big) ideas of learning.
  • 4. Enduring Understandings are for ALL Students Differentiation is in how students learn, not in what they learn. This is the art of teaching: our ability to hold expectations constant, but to pitch our instruction, based on evidence, to the right degree of challenge and the right amount and kind of support for each individual. Hume, Start Where They Are, 2000
  • 5. Curricular Priorities and Assessment Methods Worth being Worth Being Familiar With • Different conditions requiring dietary familiar with restrictions, such as high blood pressure, diabetes, and stomach ulcers Important to know and do Important to know and do • Canada’s Food Guide recommendations • Nutritional information on food labels and how to interpret them Big Ideas and Core Tasks Big Ideas • Balanced diet Understandings • “You are what you eat.” Your diet affects your health, appearance, and performance.
  • 6. Backward Design Model – Stage 2 ESSENTIAL QUESTIONS: 1. What does a learning plan for understanding look like? (UbD) 2. How do we ensure that our instructional activities are both engaging and effective? 3. What are the characteristics of ‘best design’? 4. How do we make it more likely that everyone might achieve understanding? (DI)
  • 7. Learning Intentions for Today 1. Review the attributes of learning designs that are engaging and effective 2. Develop an understanding of the WHERETO elements in instructional planning 3. Review the key principles of Differentiated Instruction 4. Learn practical ideas for differentiating learning in terms of content, process and product
  • 8. The Best Learning Designs are Engaging Group A Questions 1. When are students most fully engaged in and out of school? 2. What makes them so engaged, and keeps them so engaged?
  • 9. The Best Learning Designs are Effective By effective, we mean that the learning design helps learners become more competent and productive at worthy work. They end up performing to high standards and surpass the usual expectations. They develop greater skill and understanding, greater intellectual power and self reflection, as they reach identified goals. Wiggins and McTighe p.195
  • 10. The Best Learning Designs are Effective Group B Questions 1. When is student learning most effective? 2. Under what conditions are learners most productive? 3. Under what conditions is the highest- quality work produced?
  • 11. When is Learning Highly Engaging and Effective? • Mixed Groups (A and B) • What’s in the Engaging Effective centre?
  • 12. The Characteristics of the Best Designs • Clear performance goals • Hands-on approach • Focus on interesting and important ideas, questions, issues, problems • Real-world application • Powerful feedback • Personalized approach
  • 13. The Characteristics of the Best Designs • Clear models and modeling • Focused reflection time • Variety in methods, groupings, tasks • Safe environment for risk-taking • Teacher as facilitator/coach • “Immersion” experience • Focus on ‘big picture’
  • 14. A cornerstone of differentiated instruction is that you have to be effective first and differentiated second. Hume, Start Where They Are, 2000.
  • 15. WHERETO Elements in Instructional Planning W – WHERE, WHY and WHAT H - HOOK E - EQUIP and ENABLE R - RETHINK, REFLECT, REVISE E - EVALUATE T - TAILOR (content, process, product) O - ORGANIZE
  • 16. Unit and Lesson Design in a Differentiated Classroom • Individual Quiz • Group Discussion (Hume, Start Where They Are 2010)
  • 17. Differentiated Instruction (DI) - 4 Key Principles: 1. Activities need to be linked to common learning outcomes! 2. Activities should take roughly the same amount of time 3. Activities need to be equally engaging 4. Activities need to be equally respectful
  • 18. Differentiated Instruction Dos and Don’ts… • Don’t offer more than two options to begin DI - you can add more choices when you know your students better • Do think in terms of clusters of students • Do use Multiple Entry Points Remember: DI is NOT individualized instruction!
  • 19. Where to Differentiate? Tomlinson & McTighe (2006) Integrating Differentiated Instruction and Understanding by Design. p. 36 Fig 3.3
  • 20. School Team Task • In your groups, use the information provided today to continue work on your lesson plans. • Discuss implementation of WHERETO in your plans.
  • 21. Designs 2010 – Session 5 • Monday April 12 • Westview Elementary School • Elementary and Secondary together • Debrief / Conclusion of Series • Sharing of UbD projects