Designs Session 4 Secondary
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Designs Session 4 Secondary

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Designs Session 4 Secondary Designs Session 4 Secondary Presentation Transcript

  • Designing Instruction for Deep Learning and Diversity Session 4 March 29, 2010 LMCC
  • Backward Design Model – Stage 3 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences and instruction
  • Backward Design Model – Stage 3 BIG IDEA: Differentiated Instruction ENDURING UNDERSTANDING: Every student should attain deep understanding of the core (big) ideas of learning.
  • 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.
  • Enduring Understandings are for ALL Students All students work to the same high standards on the same essential outcomes. Differentiation is in how students learn, not in what they learn. Hume, Start Where They Are, 2000
  • 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)
  • 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
  • The Best Learning Designs are Engaging By engaging, we mean a design that the (diverse) learners find truly thought provoking, fascinating… The Best Learning Designs are Effective By effective, we mean that the learning design helps learners become more competent and productive at worthy work. (Understanding by Design, Wiggins & McTighe)
  • 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? 3. What are the transferable elements from these exemplary learning situations?
  • 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? 4. What makes for the most effective learning, and what are the transferable elements from these exemplary cases?
  • When is Learning Highly Engaging and Effective? • Mixed Groups (A and B) • What’s in the centre? Engaging Effective
  • A cornerstone of differentiated instruction is that you have to be effective first and differentiated second. Hume, Start Where They Are, 2000
  • 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
  • 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’
  • 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
  • Unit and Lesson Design in a Differentiated Classroom • Individual Quiz • Group Discussion (Hume, Start Where They Are 2010)
  • Where to Differentiate? Tomlinson & McTighe (2006) Integrating Differentiated Instruction and Understanding by Design. p. 36 Fig 3.3
  • 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
  • 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!
  • Practical Examples… • Humanities • Science • Math
  • Differentiated Assessment in the Humanities Europe’s High Middle Ages - Life on the Manor - Old vs. Differentiated
  • Differentiated Assessment in the Humanities Level 1: Recall Information/Basic Information Level 2: Basic Examination of Events and Their Relationships Level 3: Analysis of Events and Their Significance as Explored in Class Level 4: Making Higher-Level Connections to Events Outside the Class Please visit: https://prezi.com/secure/?lock=1de6d053aeb956181e8d4712bc1fc6f4bf2bdd00
  • Marzano’s Simplified Scoring Scale Student Pattern of Responses some 0 Type 1 + + + understanding Items with help with help some 0 Type 2 + + 0 understanding Items with help with help Type 3 0 0 + 0 0 Items with help with help Score on Simplified 4.0 3.0 2.0 1.0 0.0 (5 point Scale) Note: + indicates a correct response, 0 indicates incorrect or no response
  • Differentiating Skills (Science) Atom Ion Berylium-9 Berylium-9 Berylium-9
  • Differentiating Note Taking (Science) Organelle Function Structure Cell Membrane Controls all _________________ Nucleus in the cell. Contains the _______________. Produces energy for the cell. Changes food into energy. Mitochondrion This process is called cellular respiration .
  • Differentiating Progress (Science) • Especially useful for material that includes separate steps that build on each other. • Teach • Quiz • Split students into an independent work group or re-teach group depending on result
  • Differentiating Progress (Science) • Re-teach • Quiz • Move students on to independent work if ready • Re-teach
  • Differentiated Instruction in Math BIG IDEA: Is 3/10 For Student A the same as 3/10 for Student B? BIG IDEA 2: Is a 6, a six, a , or (2 + 4)?
  • School Team Task • In your groups, choose one example of a learning activity from the Six Facets brainstorming activity or your own individual or group project • How could you differentiate this learning activity for different students? • Discuss and record ideas
  • Designs 2010 ~ Session 5 • Monday April 12th • Westview Elementary School • Elementary and Secondary together • Debrief/Conclusion of Series • Sharing of UbD projects