SlideShare uma empresa Scribd logo
1 de 35
Baixar para ler offline
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 experiences
  and instruction
Backward Design Model – Stage 3
BIG IDEA: Differentiated Instruction
ENDURING UNDERSTANDING:
Every student should attain deep
understanding of the core
(big) ideas of learning.
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.
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
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)
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
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)
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?
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?
When is Learning
   Highly Engaging and Effective?

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

          Hume, Start Where They Are, 2000
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
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’
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
Unit and Lesson Design in a
     Differentiated Classroom
•   Individual Quiz
•   Group Discussion




             (Hume, Start Where They Are 2010)
Where to Differentiate?
Tomlinson & McTighe (2006) Integrating Differentiated Instruction and Understanding by Design. p. 36 Fig 3.3
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
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!
Practical Examples…
• Humanities
• Science
• Math
Differentiated Assessment in the
           Humanities

  Europe’s High Middle Ages
     - Life on the Manor -
      Old vs. Differentiated
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
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
Differentiating Skills (Science)
                  Atom        Ion

Berylium-9

Berylium-9


Berylium-9
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 .
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
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 six, a       , or (2 + 4)?
Session 4 Secondary
Session 4 Secondary
Session 4 Secondary
Session 4 Secondary
Session 4 Secondary
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
Designs 2010 ~ Session 5
• Monday April 12th
• Westview Elementary School
• Elementary and Secondary together
• Debrief/Conclusion of Series
• Sharing of UbD projects

Mais conteúdo relacionado

Mais procurados

Differentiated instruction
Differentiated instructionDifferentiated instruction
Differentiated instructionPilar Ajijul
 
Differentiated Instruction
Differentiated InstructionDifferentiated Instruction
Differentiated Instructionparulata
 
Problem Based Learning
Problem Based LearningProblem Based Learning
Problem Based Learningm nagaRAJU
 
What is problem based learning
What is problem based learningWhat is problem based learning
What is problem based learningmaggieatburgmann
 
Problem-Based vs. Project Based Learning
Problem-Based vs. Project Based LearningProblem-Based vs. Project Based Learning
Problem-Based vs. Project Based Learningjessicatark
 
Innovative Teaching Methods Used by the Teachers (Chapter 1 to 5) Part II
Innovative Teaching Methods Used by the Teachers (Chapter 1  to 5) Part IIInnovative Teaching Methods Used by the Teachers (Chapter 1  to 5) Part II
Innovative Teaching Methods Used by the Teachers (Chapter 1 to 5) Part IIImie Omamalin
 
Differentiated instruction
Differentiated instructionDifferentiated instruction
Differentiated instructionanjgulf
 
Differentiated Instruction
Differentiated InstructionDifferentiated Instruction
Differentiated InstructionNiki Nistikaki
 
Catering for gifted students in unit planning
Catering for gifted students in unit planningCatering for gifted students in unit planning
Catering for gifted students in unit planningCharles Otoo
 
Differentiated instruction-editted
Differentiated instruction-edittedDifferentiated instruction-editted
Differentiated instruction-edittedJared Ram Juezan
 
Problem based learning
Problem based learningProblem based learning
Problem based learningIjaz Ahmad
 
Active Learning
Active LearningActive Learning
Active Learningkevinbrace
 
Differentiated instruction
Differentiated instructionDifferentiated instruction
Differentiated instructionJill A. Aguilar
 
Faculty of Economics Trisakti University - Problem Based Learning (7 Jump Step)
Faculty of Economics Trisakti University - Problem Based Learning (7 Jump Step)Faculty of Economics Trisakti University - Problem Based Learning (7 Jump Step)
Faculty of Economics Trisakti University - Problem Based Learning (7 Jump Step)Dwitya Aribawa
 

Mais procurados (20)

Webinar innovative teaching
Webinar innovative teachingWebinar innovative teaching
Webinar innovative teaching
 
Innovative teaching
Innovative teachingInnovative teaching
Innovative teaching
 
Differentiated instruction
Differentiated instructionDifferentiated instruction
Differentiated instruction
 
Differentiated Instruction
Differentiated InstructionDifferentiated Instruction
Differentiated Instruction
 
Problem Based Learning
Problem Based LearningProblem Based Learning
Problem Based Learning
 
What is problem based learning
What is problem based learningWhat is problem based learning
What is problem based learning
 
Problem based learning
Problem based learningProblem based learning
Problem based learning
 
Problem-Based vs. Project Based Learning
Problem-Based vs. Project Based LearningProblem-Based vs. Project Based Learning
Problem-Based vs. Project Based Learning
 
Innovative Teaching Methods Used by the Teachers (Chapter 1 to 5) Part II
Innovative Teaching Methods Used by the Teachers (Chapter 1  to 5) Part IIInnovative Teaching Methods Used by the Teachers (Chapter 1  to 5) Part II
Innovative Teaching Methods Used by the Teachers (Chapter 1 to 5) Part II
 
Differentiated instruction
Differentiated instructionDifferentiated instruction
Differentiated instruction
 
Differentiated Instruction
Differentiated InstructionDifferentiated Instruction
Differentiated Instruction
 
Catering for gifted students in unit planning
Catering for gifted students in unit planningCatering for gifted students in unit planning
Catering for gifted students in unit planning
 
Differentiated instruction-editted
Differentiated instruction-edittedDifferentiated instruction-editted
Differentiated instruction-editted
 
Differentiated Instruction in the Math Classroom
Differentiated Instruction in the Math ClassroomDifferentiated Instruction in the Math Classroom
Differentiated Instruction in the Math Classroom
 
Problem based learning
Problem based learningProblem based learning
Problem based learning
 
Active Learning
Active LearningActive Learning
Active Learning
 
PBL
PBLPBL
PBL
 
Differentiated instruction
Differentiated instructionDifferentiated instruction
Differentiated instruction
 
Danielsondomain1
Danielsondomain1Danielsondomain1
Danielsondomain1
 
Faculty of Economics Trisakti University - Problem Based Learning (7 Jump Step)
Faculty of Economics Trisakti University - Problem Based Learning (7 Jump Step)Faculty of Economics Trisakti University - Problem Based Learning (7 Jump Step)
Faculty of Economics Trisakti University - Problem Based Learning (7 Jump Step)
 

Semelhante a Session 4 Secondary

Flipping out for Flipped Classrooms
Flipping out for Flipped ClassroomsFlipping out for Flipped Classrooms
Flipping out for Flipped ClassroomsLisa Rubenstein
 
Backwards Design & Melding In-Class and Online Pedagogies
Backwards Design & Melding In-Class and Online PedagogiesBackwards Design & Melding In-Class and Online Pedagogies
Backwards Design & Melding In-Class and Online PedagogiesAndy Saltarelli
 
Presentation at International School of Eindhoven
Presentation at International School of EindhovenPresentation at International School of Eindhoven
Presentation at International School of EindhovenAngel Suarez Fernandez
 
Student centered mathematics
Student centered mathematicsStudent centered mathematics
Student centered mathematicsharbaughs
 
CRW2013 - New Guide Creation Day 1
CRW2013 - New Guide Creation Day 1CRW2013 - New Guide Creation Day 1
CRW2013 - New Guide Creation Day 1Thomas Feller, Jr.
 
Meet the Bears WebQuest Assignment
Meet the Bears WebQuest AssignmentMeet the Bears WebQuest Assignment
Meet the Bears WebQuest Assignmentkarollins
 
Developmental Theory and learning styles.pptx
Developmental Theory and learning styles.pptxDevelopmental Theory and learning styles.pptx
Developmental Theory and learning styles.pptxjonathan6624
 
Reflective thinking/teaching
Reflective thinking/teachingReflective thinking/teaching
Reflective thinking/teachingJason Tutor
 
Rethinking Education in the Digital Age Ferrarelli m
Rethinking Education in the Digital Age Ferrarelli mRethinking Education in the Digital Age Ferrarelli m
Rethinking Education in the Digital Age Ferrarelli mMariana Ferrarelli
 
The right tool for the job
The right tool for the jobThe right tool for the job
The right tool for the jobPeter Newbury
 
It Matters! Three Ideas to Move from Projects to PBL
It Matters! Three Ideas to Move from Projects to PBLIt Matters! Three Ideas to Move from Projects to PBL
It Matters! Three Ideas to Move from Projects to PBLMelinda Kolk
 
PPT UNIB Revisi Pagi.pptx
PPT UNIB Revisi Pagi.pptxPPT UNIB Revisi Pagi.pptx
PPT UNIB Revisi Pagi.pptxHusnulZainArdhy
 
01 Ubd Pd Jan 2010
01  Ubd Pd Jan 201001  Ubd Pd Jan 2010
01 Ubd Pd Jan 2010rxg581
 

Semelhante a Session 4 Secondary (20)

Designs Session 4 - Elementary
Designs Session 4 - ElementaryDesigns Session 4 - Elementary
Designs Session 4 - Elementary
 
Designs 2010 Session 2 Secondary
Designs 2010 Session 2 SecondaryDesigns 2010 Session 2 Secondary
Designs 2010 Session 2 Secondary
 
Designs 2010 Session 2 Elementary
Designs 2010 Session 2 ElementaryDesigns 2010 Session 2 Elementary
Designs 2010 Session 2 Elementary
 
Flipping out for Flipped Classrooms
Flipping out for Flipped ClassroomsFlipping out for Flipped Classrooms
Flipping out for Flipped Classrooms
 
Backwards Design & Melding In-Class and Online Pedagogies
Backwards Design & Melding In-Class and Online PedagogiesBackwards Design & Melding In-Class and Online Pedagogies
Backwards Design & Melding In-Class and Online Pedagogies
 
Presentation at International School of Eindhoven
Presentation at International School of EindhovenPresentation at International School of Eindhoven
Presentation at International School of Eindhoven
 
Student centered mathematics
Student centered mathematicsStudent centered mathematics
Student centered mathematics
 
Flipped mdm@1907
Flipped mdm@1907Flipped mdm@1907
Flipped mdm@1907
 
CRW2013 - New Guide Creation Day 1
CRW2013 - New Guide Creation Day 1CRW2013 - New Guide Creation Day 1
CRW2013 - New Guide Creation Day 1
 
Meet the Bears WebQuest Assignment
Meet the Bears WebQuest AssignmentMeet the Bears WebQuest Assignment
Meet the Bears WebQuest Assignment
 
Edpc605 9&10
Edpc605 9&10Edpc605 9&10
Edpc605 9&10
 
Educational theory for Anatomy
Educational theory for Anatomy Educational theory for Anatomy
Educational theory for Anatomy
 
Developmental Theory and learning styles.pptx
Developmental Theory and learning styles.pptxDevelopmental Theory and learning styles.pptx
Developmental Theory and learning styles.pptx
 
Reflective thinking/teaching
Reflective thinking/teachingReflective thinking/teaching
Reflective thinking/teaching
 
Rethinking Education in the Digital Age Ferrarelli m
Rethinking Education in the Digital Age Ferrarelli mRethinking Education in the Digital Age Ferrarelli m
Rethinking Education in the Digital Age Ferrarelli m
 
The right tool for the job
The right tool for the jobThe right tool for the job
The right tool for the job
 
It Matters! Three Ideas to Move from Projects to PBL
It Matters! Three Ideas to Move from Projects to PBLIt Matters! Three Ideas to Move from Projects to PBL
It Matters! Three Ideas to Move from Projects to PBL
 
Edpc605 9&10
Edpc605 9&10Edpc605 9&10
Edpc605 9&10
 
PPT UNIB Revisi Pagi.pptx
PPT UNIB Revisi Pagi.pptxPPT UNIB Revisi Pagi.pptx
PPT UNIB Revisi Pagi.pptx
 
01 Ubd Pd Jan 2010
01  Ubd Pd Jan 201001  Ubd Pd Jan 2010
01 Ubd Pd Jan 2010
 

Último

Philosophy of Education and Educational Philosophy
Philosophy of Education  and Educational PhilosophyPhilosophy of Education  and Educational Philosophy
Philosophy of Education and Educational PhilosophyShuvankar Madhu
 
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfMaximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfTechSoup
 
M-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxM-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxDr. Santhosh Kumar. N
 
UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE
 
How to Solve Singleton Error in the Odoo 17
How to Solve Singleton Error in the  Odoo 17How to Solve Singleton Error in the  Odoo 17
How to Solve Singleton Error in the Odoo 17Celine George
 
3.21.24 The Origins of Black Power.pptx
3.21.24  The Origins of Black Power.pptx3.21.24  The Origins of Black Power.pptx
3.21.24 The Origins of Black Power.pptxmary850239
 
Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.raviapr7
 
Ultra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxUltra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxDr. Asif Anas
 
HED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfHED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfMohonDas
 
5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...CaraSkikne1
 
The basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptxThe basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptxheathfieldcps1
 
How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17Celine George
 
CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapitolTechU
 
How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17Celine George
 
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfP4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfYu Kanazawa / Osaka University
 
Patterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxPatterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxMYDA ANGELICA SUAN
 
How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17Celine George
 
In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxAditiChauhan701637
 

Último (20)

Philosophy of Education and Educational Philosophy
Philosophy of Education  and Educational PhilosophyPhilosophy of Education  and Educational Philosophy
Philosophy of Education and Educational Philosophy
 
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfMaximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
 
M-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxM-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptx
 
UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024
 
How to Solve Singleton Error in the Odoo 17
How to Solve Singleton Error in the  Odoo 17How to Solve Singleton Error in the  Odoo 17
How to Solve Singleton Error in the Odoo 17
 
Finals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quizFinals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quiz
 
3.21.24 The Origins of Black Power.pptx
3.21.24  The Origins of Black Power.pptx3.21.24  The Origins of Black Power.pptx
3.21.24 The Origins of Black Power.pptx
 
Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.
 
Ultra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxUltra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptx
 
HED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfHED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdf
 
5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...
 
The basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptxThe basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptx
 
How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17
 
CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptx
 
How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17
 
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfP4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
 
Prelims of Kant get Marx 2.0: a general politics quiz
Prelims of Kant get Marx 2.0: a general politics quizPrelims of Kant get Marx 2.0: a general politics quiz
Prelims of Kant get Marx 2.0: a general politics quiz
 
Patterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxPatterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptx
 
How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17
 
In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptx
 

Session 4 Secondary

  • 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!
  • 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