1. Designing Instruction for
Deep Learning and Diversity
Session One
January 12, 2010

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. 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. 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. 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. 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. 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. John Hattie
“Numerous studies have
consistently found that
what teachers know, do,
and care about has a huge
impact on student
achievement.”

9. Barrie Bennett
“…researching and valuing
instruction is one thing;
implementing and
collectively sustaining it
systemically over time is
another.”

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. Assessment and the
Instructional Institute

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. Meaningful Assessment
and Reporting
• Professional Development
• Formative Assessment Practices
• Rubrics, Performance Standards and
School Wide Writes

14. Success for Every Student:
Transforming Curriculum Design
http://www.youtube.com/watch?
v=dSSeuem6BLA

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

16. Establishing Curricular Priorities
Worth being familiar with
Important to know and do
Enduring
Understanding

17. UBD End Results
• Efficient and effective
units with deeper
understandings
• Curriculum design
that meets the needs
of all learners in the
class

18. Universal Design Learning

19. Universal Design
Guidelines:
•Multiple means of representation
•Multiple means of action and expression
•Multiple means of engagement

20. The Challenges of
Learners with Diverse Needs
“fix” “fix” the
the curriculum
child
assessments
materials
methods
goals

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. 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)
http://www.youtube.com/watch?v=PNfshXciwUA

23. Differentiated Instruction
• Content
• Process
• Product
• Environment

24. Success for All Students
The perfect model of
differentiated
instruction rests
upon an active,
student centered,
meaning making
approach to
teaching and

26. 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?