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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 experienc...
Backward Design Model – Stage 3
BIG IDEA: Differentiated Instruction
ENDURING UNDERSTANDING:
Every student should attain d...
Curricular Priorities and Assessment Methods

        Worth being        Worth Being Familiar With
                       ...
Enduring Understandings are for
         ALL Students
All students work to the same high
standards on the same essential o...
Backward Design Model – Stage 2
ESSENTIAL QUESTIONS:
1. What does a learning plan for understanding
   look like? (UbD)
2....
Learning Intentions for Today
1.   Review the attributes of learning designs that are
     engaging and effective
2. Devel...
The Best Learning Designs are Engaging
By engaging, we mean a design that the
(diverse) learners find truly thought provok...
The Best Learning Designs are
               Engaging
Group A Questions
1. When are students most fully engaged in
   and ...
The Best Learning Designs are
                    Effective
Group B Questions
1.   When is student learning most effective...
When is Learning
   Highly Engaging and Effective?

• Mixed Groups (A and B)
• What’s in the centre?
                     ...
A cornerstone of differentiated
instruction is that you have to be
effective first and differentiated
second.

          H...
The Characteristics of the
         Best Designs
• Clear performance goals
• Hands-on approach
• Focus on interesting and ...
The Characteristics of the
            Best Designs
•   Clear models and modeling
•   Focused reflection time
•   Variety ...
WHERETO Elements in
      Instructional Planning
W- WHERE, WHY and WHAT
H - HOOK
E - EQUIP and ENABLE
R - RETHINK, REFLECT...
Unit and Lesson Design in a
     Differentiated Classroom
•   Individual Quiz
•   Group Discussion




             (Hume,...
Where to Differentiate?
Tomlinson & McTighe (2006) Integrating Differentiated Instruction and Understanding by Design. p. ...
Differentiated Instruction (DI) –
        4 Key Principles:
1. Activities need to be linked to
   common learning outcomes...
Differentiated Instruction
            Dos and Don’ts…
• Don’t offer more than two options to begin DI -
  you can add mor...
Practical Examples…
• Humanities
• Science
• Math
Differentiated Assessment in the
           Humanities

  Europe’s High Middle Ages
     - Life on the Manor -
      Old v...
Differentiated Assessment in the
                   Humanities
   Level 1: Recall Information/Basic Information
   Level 2...
Marzano’s Simplified Scoring Scale
                     Student Pattern of Responses
                                     ...
Differentiating Skills (Science)
                  Atom        Ion

Berylium-9

Berylium-9


Berylium-9
Differentiating Note Taking (Science)
  Organelle                 Function               Structure
    Cell
   Membrane

 ...
Differentiating Progress (Science)
• Especially useful for material that includes
  separate steps that build on each othe...
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 ...
School Team Task
• In your groups, choose one example of a
  learning activity from the Six Facets
  brainstorming activit...
Designs 2010 ~ Session 5
• Monday April 12th
• Westview Elementary School
• Elementary and Secondary together
• Debrief/Co...
Designs Session 4 Secondary
Designs Session 4 Secondary
Designs Session 4 Secondary
Designs Session 4 Secondary
Designs Session 4 Secondary
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Transcript of "Designs Session 4 Secondary"

  1. 1. Designing Instruction for Deep Learning and Diversity Session 4 March 29, 2010 LMCC
  2. 2. Backward Design Model – Stage 3 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences and instruction
  3. 3. Backward Design Model – Stage 3 BIG IDEA: Differentiated Instruction ENDURING UNDERSTANDING: Every student should attain deep understanding of the core (big) ideas of learning.
  4. 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 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.
  5. 5. 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
  6. 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. 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. 8. 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)
  9. 9. 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?
  10. 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? 4. What makes for the most effective learning, and what are the transferable elements from these exemplary cases?
  11. 11. When is Learning Highly Engaging and Effective? • Mixed Groups (A and B) • What’s in the centre? Engaging Effective
  12. 12. A cornerstone of differentiated instruction is that you have to be effective first and differentiated second. Hume, Start Where They Are, 2000
  13. 13. 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
  14. 14. 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’
  15. 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. 16. Unit and Lesson Design in a Differentiated Classroom • Individual Quiz • Group Discussion (Hume, Start Where They Are 2010)
  17. 17. Where to Differentiate? Tomlinson & McTighe (2006) Integrating Differentiated Instruction and Understanding by Design. p. 36 Fig 3.3
  18. 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. 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 students better • Do think in terms of clusters of students • Do use Multiple Entry Points Remember: DI is NOT individualized instruction!
  20. 20. Practical Examples… • Humanities • Science • Math
  21. 21. Differentiated Assessment in the Humanities Europe’s High Middle Ages - Life on the Manor - Old vs. Differentiated
  22. 22. 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
  23. 23. 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
  24. 24. Differentiating Skills (Science) Atom Ion Berylium-9 Berylium-9 Berylium-9
  25. 25. 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 .
  26. 26. 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
  27. 27. Differentiating Progress (Science) • Re-teach • Quiz • Move students on to independent work if ready • Re-teach
  28. 28. 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)?
  29. 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. 30. Designs 2010 ~ Session 5 • Monday April 12th • Westview Elementary School • Elementary and Secondary together • Debrief/Conclusion of Series • Sharing of UbD projects
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