Designs 2010 Session 1


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Designs 2010 Session 1

  1. 1. Designing Instruction for Deep Learning and Diversity Session One January 12, 2010
  2. 2. We provide world-class instruction and a rich diversity of engaging programs to inspire success for every student and bring communities together to learn, share and grow. vision
  3. 3. Instructional Practice We provide meaningful assessment and relevant instruction to support the success of every student and, to ensure this outcome, encourage professional growth for all staff. vision
  4. 4. Learning Intentions • January 12 Setting the Stage for Instructional Design that fosters Deep Learning and Embraces Diversity • January 26 Backward Design: Goal Setting, Enduring Understandings, Essential Questions • February 9 Backward Design Stage Two: Assessment For, As, Of Learning • March 29 Backward Design Stage Three: Teaching for Deep Understanding and Diversity • April 12 Differentiated Assessment and Instruction Practices A well articulated knowledge base: Deliberate Practice
  5. 5. Human beings differ with their gifts and talents; To teach them you have to start where they are. Yuezheng in 4th century B.C. Chinese Treatise, Xue
  6. 6. Welcome and Introductions 1. Please read your fortune cookie quote silently to yourself 2. Take a few moments to reflect on the statement 3. Round Robin: introduce yourself and share your personal response to the statement with your table group
  7. 7. Research on Instruction • The “Art” of teaching is becoming the “science” of teaching • Recent studies - effects of instruction on student learning • The most important factor affecting student learning is the teacher Classroom Instruction That Works
  8. 8. John Hattie “Numerous studies have consistently found that what teachers know, do, and care about has a huge impact on student achievement.”
  9. 9. Barrie Bennett “…researching and valuing instruction is one thing; implementing and collectively sustaining it systemically over time is another.”
  10. 10. Professional development works best when it’s on-site, job embedded, sustained over time, centered on active learning, and focused on student outcomes (Chappuis, 2007)
  11. 11. Assessment and the Instructional Institute
  12. 12. Types of Assessment Assessment Assessment Assessment FOR Learning AS Learning OF Learning Guiding instruction Students monitoring Reporting out Improving learning their own progress Measuring learning Descriptive Goal Setting Letter grades, %s, feedback performance scales, Continuous Continuous At the end Formative Formative Summative
  13. 13. Meaningful Assessment and Reporting • Professional Development • Formative Assessment Practices • Rubrics, Performance Standards and School Wide Writes
  14. 14. Success for Every Student: Transforming Curriculum Design v=dSSeuem6BLA
  15. 15. Backward Design Model – 3 Stages 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences and instruction
  16. 16. Establishing Curricular Priorities Worth being familiar with Important to know and do Enduring Understanding
  17. 17. UBD End Results • Efficient and effective units with deeper understandings • Curriculum design that meets the needs of all learners in the class
  18. 18. Universal Design Learning
  19. 19. Universal Design Guidelines: •Multiple means of representation •Multiple means of action and expression •Multiple means of engagement
  20. 20. The Challenges of Learners with Diverse Needs “fix” “fix” the the curriculum child assessments materials methods goals
  21. 21. Differentiated Instruction “The time has come to broaden our notion of the spectrum of talents…we should spend less time ranking children and more time helping them to identify their natural competencies and gifts, and cultivate those. There are hundreds and hundreds of ways to succeed, and many, many different abilities that will help you get there.” Howard Gardner
  22. 22. Differentiated Instruction The idea of differentiating instruction to accommodate the different ways that students learn involves a hefty dose of common sense, as well as sturdy support in the theory and research of education (Tomlinson & Allan, 2000)
  23. 23. Differentiated Instruction • Content • Process • Product • Environment
  24. 24. Success for All Students The perfect model of differentiated instruction rests upon an active, student centered, meaning making approach to teaching and
  25. 25. Instructional Institute Framework ~Multiple Entry Points • Using the Instructional Institute framework, what is the natural entry point for you or your school team? • Where would you like to go? • What is your pathway?