1. June 27, 2012

2. Today
 Stage 3
 A bit o’ social media...the Power of Twitter,
Podcasting, Blogs, School Tube, Screencasting
 Some video from Jay and Grant to help solidify
some of the UbD concepts.
 Work time.
2

3. Nuts and Bolts
 Slideshare
 Look at unit expectations
 Q and A?
3

4. EQ’s/EU for today

5. EQ’s/EU for today
 Stage 3: What do learners need, given the
desired results? What is the best use of time
spent in and out of the classroom, given the
performance goals?

6. EQ’s/EU for today
 Stage 3: What do learners need, given the
desired results? What is the best use of time
spent in and out of the classroom, given the
performance goals?
 Why doesn't one size fit all?

7. EQ’s/EU for today
 Stage 3: What do learners need, given the
desired results? What is the best use of time
spent in and out of the classroom, given the
performance goals?
 Why doesn't one size fit all?
 Who are you as a learner?

8. EQ’s/EU for today
 Stage 3: What do learners need, given the
desired results? What is the best use of time
spent in and out of the classroom, given the
performance goals?
 Why doesn't one size fit all?
 Who are you as a learner?
 What is differentiation?

9. EQ’s/EU for today
 Stage 3: What do learners need, given the
desired results? What is the best use of time
spent in and out of the classroom, given the
performance goals?
 Why doesn't one size fit all?
 Who are you as a learner?
 What is differentiation?
 Curriculum tells us what to teach:
Differentiation tells us how.

10. WHERETO

11. WHERETO
 W-WHERE is the unit headed and WHY?

12. WHERETO
 W-WHERE is the unit headed and WHY?
 H-HOOK students in the beginning and HOLD their attention
throughout.

13. WHERETO
 W-WHERE is the unit headed and WHY?
 H-HOOK students in the beginning and HOLD their attention
throughout.
 E-EQUIP students with the necessary experiences, tools,
knowledge, and know-how to meet performance goals.

14. WHERETO
 W-WHERE is the unit headed and WHY?
 H-HOOK students in the beginning and HOLD their attention
throughout.
 E-EQUIP students with the necessary experiences, tools,
knowledge, and know-how to meet performance goals.
 R-Provide students with opportunities to RETHINK big ideas,
REFLECT on progress, and REVISE their work.

15. WHERETO
 W-WHERE is the unit headed and WHY?
 H-HOOK students in the beginning and HOLD their attention
throughout.
 E-EQUIP students with the necessary experiences, tools,
knowledge, and know-how to meet performance goals.
 R-Provide students with opportunities to RETHINK big ideas,
REFLECT on progress, and REVISE their work.
 E-Build in opportunities for students to EVALUATE progress and
self-assess.

16. WHERETO
 W-WHERE is the unit headed and WHY?
 H-HOOK students in the beginning and HOLD their attention
throughout.
 E-EQUIP students with the necessary experiences, tools,
knowledge, and know-how to meet performance goals.
 R-Provide students with opportunities to RETHINK big ideas,
REFLECT on progress, and REVISE their work.
 E-Build in opportunities for students to EVALUATE progress and
self-assess.
 T-TAILOR activities to reflect individual talents, interests, styles,
and needs.

17. WHERETO
 W-WHERE is the unit headed and WHY?
 H-HOOK students in the beginning and HOLD their attention
throughout.
 E-EQUIP students with the necessary experiences, tools,
knowledge, and know-how to meet performance goals.
 R-Provide students with opportunities to RETHINK big ideas,
REFLECT on progress, and REVISE their work.
 E-Build in opportunities for students to EVALUATE progress and
self-assess.
 T-TAILOR activities to reflect individual talents, interests, styles,
and needs.
 O-Be ORGANIZED to optimize deep understanding instead of
superficial.

18. The Hook

19. The Hook
 An activity that will “hook” students into the unit.

20. The Hook
 An activity that will “hook” students into the unit.
 Often the first activity.

21. The Hook
 An activity that will “hook” students into the unit.
 Often the first activity.
 Provides an overview that is memorable.

22. The Hook
 An activity that will “hook” students into the unit.
 Often the first activity.
 Provides an overview that is memorable.
 Mr. K example.

23. The Hook
 An activity that will “hook” students into the unit.
 Often the first activity.
 Provides an overview that is memorable.
 Mr. K example.
 Can you think of other examples?

24. The Hook
 An activity that will “hook” students into the unit.
 Often the first activity.
 Provides an overview that is memorable.
 Mr. K example.
 Can you think of other examples?
 H.A.B.B.A.L.

27. Analogies for Learning Style
Synthesis
 Beach ball learner
 Puppy learner
 Clipboard learner
 Microscope learner

28. What is my Learning Style?

29. What is my Learning Style?
 Take the Learning Style Survey
 a.
Place a 2 by any statement that you completely agree with.
 b.
Place a 1 next to any statement that you somewhat agree
with.
 c.
Place a 0 next to any statement that you disagree with.

34. Characteristics of
Beach Ball Learners
 Inventive and competitive with one’s self
 Value creativity and abstract thought/concepts
 Use feelings and information to guide and construct new
ideas
 Philosophical and enjoy ‘Big Picture’ concepts
 Like application of ideas into broad terms
 Enjoy learning by doing, interacting and applying
 Typical Beach Ball Professions – teacher, writer, inventor,
entrepreneur, psychologist, professor, doctor, journalist,
coach, politician

35. Characteristics of
Puppy Learners
 Like to work with imaginative ideas
 Value positive environments
 Work best in interactive/social environments
 Reflect on experiences and feelings
 Appreciate concrete ideas and social interaction when learning
 Typical Puppy Professions – nurse, social worker, psychologist,
teacher, salesperson, real estate, artist – dramatic/
visual, politician, athlete, management, telecommunications,
coach

36. Characteristics of
Clipboard Learners
 Focus on tasks
 Value relevant information that is directly applicable to a task
 Work best in structured environments
 Absorb information concretely and independently
 Enjoy organization, lists, order and direct information while
learning
 Typical Clipboard Professions – lawyer, surgeon, researcher,
mathematician, teacher, engineer, accountant, architect,
computer engineer

37. Characteristics of
Microscope Learners
 Like to analyze
 Read avidly to learn
 Appreciate lectures and labs
 Prefer to explore ideas and organize into their own order
 Work and learn independently
 Utilize stepwise procedures to solve problems
 Typical Microscope professions – scientist, researcher, lawyer,
doctor, investigator/detective, professor, computer engineer,
engineer, systems analyst

39. Which products will work
best for each modality?
 3 columns of choices
 Auditory
 Visual
 Tactile-Kinesthetic
 ON BLACKBOARD-DOCUMENTS

40. Eight Ways of Learning/
Teaching
 Linguistic intelligence ("word smart"):

Logical-mathematical intelligence ("number/reasoning
smart")

Spatial intelligence ("picture smart")

Bodily-Kinesthetic intelligence ("body smart")

Musical intelligence ("music smart")

Interpersonal intelligence ("people smart")

Intrapersonal intelligence ("self smart")

Naturalist intelligence ("nature smart")

41. What is Differentiation?
 It is “classroom practice that looks eyeball to
eyeball with the reality that kids differ, and the
most effective teachers do whatever it takes to
hook the whole range of kids on learning.
 -Tomlinson (2001)

42. Comment from a course eval
written by a 7th grader
 “I like this class because there’s something
different going on all the time. My other classes,
it’s like peanut butter for lunch every single day.
This class, it’s like my teacher really knows how to
cook. It’s like she runs a really good restaurant
with a big menu and all.”

43. Differentiation is a synthesis of what research has
taught us about how students learn best and how best
to teach them.

44. Differentiation is a synthesis of what research has
taught us about how students learn best and how best
to teach them.
 Curriculum and Instruction

45. Differentiation is a synthesis of what research has
taught us about how students learn best and how best
to teach them.
 Curriculum and Instruction
 Educational Psychology

46. Differentiation is a synthesis of what research has
taught us about how students learn best and how best
to teach them.
 Curriculum and Instruction
 Educational Psychology
 Brain Research

47. Differentiation is a synthesis of what research has
taught us about how students learn best and how best
to teach them.
 Curriculum and Instruction
 Educational Psychology
 Brain Research
 Motivation

48. Differentiation is a synthesis of what research has
taught us about how students learn best and how best
to teach them .
 Curriculum and Instruction
 Educational Psychology
 Brain Research
 Motivation
 Best Teaching Practices from
 Special Ed
 Reading
 Gifted Education
 Etc.

49. DI: teacher’s response to
learner’s needs

50. Through a variety of instructional strategies
 MI
 Jigsaw
 Organizers
 Varied Texts
 Lit Circles
 Learning Contracts

51. AND…
 Small Group Instruction
 Independent Study
 Questioning strategies
 Interest centers
 Varied homework
 Compacting
 Journal prompts

52. What should be diff. in a UbD
unit?

53. What should be diff. in a UbD
unit?
 NOT DIFF.: Established goals, EU’s and EQ’s;

54. What should be diff. in a UbD
unit?
 NOT DIFF.: Established goals, EU’s and EQ’s;
 DIFF: Performance Tasks, Other evidence,
Lessons.

55. What should be diff. in a UbD
unit?
 NOT DIFF.: Established goals, EU’s and EQ’s;
 DIFF: Performance Tasks, Other evidence,
Lessons.
 PERHAPS DIFF.: Knowledge and Skills

56. Teaching Method/Retention
National Training Labs; Bethel ME)
(from
TEACHING METHOD RETENTION RATE
Lecture 5%
Reading 10%
Audio-Visual 20%
Demonstration 30%
Discussion Group 50%
Practice by Doing 75%
Teach Others-Immediate Use 90%
of Learning

57. Key Principles of A Diff.
Classroom from The Differentiated Classroom by Carol Ann Tomlinson

58. Key Principles of A Diff.
Classroom from The Differentiated Classroom by Carol Ann Tomlinson
 The teacher is clear about what matters in subject matter.

59. Key Principles of A Diff.
Classroom from The Differentiated Classroom by Carol Ann Tomlinson
 The teacher is clear about what matters in subject matter.
 The teacher understands, appreciates, and builds upon student
differences.

60. Key Principles of A Diff.
Classroom from The Differentiated Classroom by Carol Ann Tomlinson
 The teacher is clear about what matters in subject matter.
 The teacher understands, appreciates, and builds upon student
differences.
 Assessment and Instruction are inseparable.

61. Key Principles of A Diff.
Classroom from The Differentiated Classroom by Carol Ann Tomlinson
 The teacher is clear about what matters in subject matter.
 The teacher understands, appreciates, and builds upon student
differences.
 Assessment and Instruction are inseparable.
 The teacher adjusts content, process and product in response to
student readiness, interests, and learning profile.

62. Key Principles of A Diff.
Classroom from The Differentiated Classroom by Carol Ann Tomlinson
 The teacher is clear about what matters in subject matter.
 The teacher understands, appreciates, and builds upon student
differences.
 Assessment and Instruction are inseparable.
 The teacher adjusts content, process and product in response to
student readiness, interests, and learning profile.
 All students participate in respectful work.

63. Key Principles of A Diff.
Classroom from The Differentiated Classroom by Carol Ann Tomlinson
 The teacher is clear about what matters in subject matter.
 The teacher understands, appreciates, and builds upon student
differences.
 Assessment and Instruction are inseparable.
 The teacher adjusts content, process and product in response to
student readiness, interests, and learning profile.
 All students participate in respectful work.
 Students and teachers are collaborators in learning.

64. Key Principles of A Diff.
Classroom from The Differentiated Classroom by Carol Ann Tomlinson
 The teacher is clear about what matters in subject matter.
 The teacher understands, appreciates, and builds upon student
differences.
 Assessment and Instruction are inseparable.
 The teacher adjusts content, process and product in response to
student readiness, interests, and learning profile.
 All students participate in respectful work.
 Students and teachers are collaborators in learning.
 Goals of a diff. classroom are maximum growth and individual
success.

65. Key Principles of A Diff.
Classroom from The Differentiated Classroom by Carol Ann Tomlinson
 The teacher is clear about what matters in subject matter.
 The teacher understands, appreciates, and builds upon student
differences.
 Assessment and Instruction are inseparable.
 The teacher adjusts content, process and product in response to
student readiness, interests, and learning profile.
 All students participate in respectful work.
 Students and teachers are collaborators in learning.
 Goals of a diff. classroom are maximum growth and individual
success.
 Flexibility is the hallmark of a diff. classroom.

66. Homework
 Finish up your work based on the expectations on
the wiki.