The document outlines strategies for differentiated instruction including identifying desired learning outcomes and assessments, planning engaging learning experiences, and ensuring understanding for all students. It discusses differentiating instruction by content, process, and product to meet varying student needs and abilities. Examples are provided for differentiating assessments and activities in subjects like humanities, science, and math.

1. Designing Instruction for
Deep Learning and Diversity
Session 4
March 29, 2010
LMCC

2. Backward Design Model – Stage 3
1. Identify desired results
2. Determine acceptable
evidence
3. Plan learning experiences
and instruction

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. 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. 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. 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
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. 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. 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. When is Learning
Highly Engaging and Effective?
• Mixed Groups (A and B)
• What’s in the centre?
Engaging Effective

12. A cornerstone of differentiated
instruction is that you have to be
effective first and differentiated
second.
Hume, Start Where They Are, 2000

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. 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. 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. 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
students better
• Do think in terms of clusters of students
• Do use Multiple Entry Points
Remember: DI is NOT individualized instruction!

20. Practical Examples…
• Humanities
• Science
• Math

21. Differentiated Assessment in the
Humanities
Europe’s High Middle Ages
- Life on the Manor -
Old vs. Differentiated

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. 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. Differentiating Skills (Science)
Atom Ion
Berylium-9
Berylium-9
Berylium-9

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. 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. Differentiating Progress (Science)
• Re-teach
• Quiz
• Move students on to independent
work if ready
• Re-teach

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)?

34. 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

35. Designs 2010 ~ Session 5
• Monday April 12th
• Westview Elementary School
• Elementary and Secondary together
• Debrief/Conclusion of Series
• Sharing of UbD projects