1. Designing Instruction for
Deep Learning and Diversity
March 29, 2010
2. Backward Design Model – Stage 3
1. Identify desired results
2. Determine acceptable
3. Plan learning experiences
3. Backward Design Model – Stage 3
BIG IDEA: Differentiated Instruction
Every student should attain deep
understanding of the core
(big) ideas of learning.
4. 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
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
• Balanced diet
• “You are what you eat.” Your diet affects
your health, appearance, and
5. Enduring Understandings are for
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
6. Backward Design Model – Stage 2
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
4. Learn practical ideas for differentiating learning
in terms of content, process and product
8. The Best Learning Designs are Engaging
By engaging, we mean a design that the
(diverse) learners find truly thought provoking,
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)
9. The Best Learning Designs are
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?
10. The Best Learning Designs are
Group B Questions
1. When is student learning most effective?
2. Under what conditions are learners most
3. Under what conditions is the highest-quality
4. What makes for the most effective learning, and
what are the transferable elements from these
11. When is Learning
Highly Engaging and Effective?
• Mixed Groups (A and B)
• What’s in the centre?
12. A cornerstone of differentiated
instruction is that you have to be
effective first and differentiated
Hume, Start Where They Are, 2000
13. The Characteristics of the
• Clear performance goals
• Hands-on approach
• Focus on interesting and important ideas,
questions, issues, problems
• Real-world application
• Powerful feedback
• Personalized approach
14. The Characteristics of the
• 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’
15. WHERETO Elements in
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
• Individual Quiz
• Group Discussion
(Hume, Start Where They Are 2010)
17. Where to Differentiate?
Tomlinson & McTighe (2006) Integrating Differentiated Instruction and Understanding by Design. p. 36 Fig 3.3
18. 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
19. 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
• Do think in terms of clusters of students
• Do use Multiple Entry Points
Remember: DI is NOT individualized instruction!
20. Practical Examples…
21. Differentiated Assessment in the
Europe’s High Middle Ages
- Life on the Manor -
Old vs. Differentiated
22. Differentiated Assessment in the
Level 1: Recall Information/Basic Information
Level 2: Basic Examination of Events and Their
Level 3: Analysis of Events and Their Significance
as Explored in Class
Level 4: Making Higher-Level Connections to
Events Outside the Class
23. Marzano’s Simplified Scoring Scale
Student Pattern of Responses
+ + + understanding
Items with help
+ + 0 understanding
Items with help
Type 3 0 0
+ 0 0
Items with help with help
4.0 3.0 2.0 1.0 0.0
Note: + indicates a correct response, 0 indicates incorrect or no response
24. Differentiating Skills (Science)
25. Differentiating Note Taking (Science)
Organelle Function Structure
Controls all _________________
Nucleus in the cell.
Contains the _______________.
Produces energy for the cell.
Changes food into energy.
This process is called cellular
26. Differentiating Progress (Science)
• Especially useful for material that includes
separate steps that build on each other.
• Split students into an independent work
group or re-teach group depending on
27. Differentiating Progress (Science)
• Move students on to independent
work if ready
28. Differentiated Instruction in Math
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)?
29. 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
30. Designs 2010 ~ Session 5
• Monday April 12th
• Westview Elementary School
• Elementary and Secondary together
• Debrief/Conclusion of Series
• Sharing of UbD projects