- 1. Differentiated Instruction & Understanding by Design
Workshop Series Barrett Elementary School Library Wednesdays 1:30
3:30 p.m. October 10 & 17, December 5 & 12, 2007
2. Overview of Session 1
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- Understanding : Differentiation works more effectively when
pre-assessment informs instruction
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- Skills :Participants will be able to
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- self-assess their expertise in differentiated instruction
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- develop and interpret appropriate pre-assessment
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- Knowledge :Participants will know
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- the difference between surface and in-depth
differentiation
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- a variety of pre-assessment strategies
3. Agenda
- Brief overview of Understanding by Design (UbD)
- Self-Assessment and Discussion
- The Big Picture of Differentiation
- Pre-assessing- A critical link in differentiation
- Time to work on unit pre-assessment and lesson planning
4. UbD at Barrett 5. Barrett Enduring Understandings
- Using a common vocabulary when developing units of study
improves instructional delivery.
- Focusing on the big ideas rather than on activities and
strategiesgives instructional coherence to units of study.
6. Barrett Enduring Understandings
- Exploration of big ideas generates enduring understandings that
learners discover have interdisciplinary applications and
connections to the world outside the classroom.
7. Barrett Enduring Understandings
- The process of identifying what is worth understanding is
intellectually challenging, sometimes frustrating, and requires
time and thought.
8. Barrett Enduring Understandings
- Thinking like an assessorbeforedesigning lessons is not easy
and does not come naturally.
- The assessment of understanding should be thought of as a
collection of evidence over time instead of an event.
9. Understanding by Design
10. Why backward?
- The stages are logical but they go against habits
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- Were used to jumping to lesson and activity ideas - before
clarifying our performance goals for students
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- By thinking through the assessments upfront, we ensure greater
alignment of our goals and means, and that teaching is focused on
desired results
Begin with the end in mind 11. Facets of Understanding desired
understanding application empathy self-knowledge perspective
interpretation explanation 12. Youve got to gobelow the surface...
13. to uncover thereally big ideas. 14. The big ideas of each
stage: What are the big ideas? Whats the evidence? How will we get
there? Assessment Evidence LearningActivities
UnderstandingsEssential Questions s t a g e 2 s t a g e 3
Standard(s): s t a g e 1 PerformanceT ask(s): Other Evidence:
Unpack the contentstandards and content, focus on big ideas
Determine multiple sources of evidence, aligned with Stage 1 Plan
the implied learning from Stages 1 & 2 15. 16. 17. 18. 19. 20.
Whole Group
- What pre-assessment techniques are you currently using?
Video Clip Continuously Assess 21. 22. Requirements for 10
Gifted Points
- Implementation of lessons
- Reflection on implementation
23. Time to Work in Groups
- Design pre-assessments for unit
24. Session Next Week
- Ideas for modifying CPPL Content, Process, Product, Learning
Environment
- Strategies for Compacting
- Work on differentiated lessons
Dont forget the raffle! 25. Raffle!!!!