Upload
lynjones
View
218
Download
0
Embed Size (px)
Citation preview
7/23/2019 Integrating Differentiated Instruction and Understanding by Design
1/25
Carol Tomlinson and Jay McTighe
Integrating: DiferentiatedInstruction and
Understanding by Design.
Reviewed by Jones
7/23/2019 Integrating Differentiated Instruction and Understanding by Design
2/25
My !uic" overview#
What happens when you meet the alternatelearner ?
7/23/2019 Integrating Differentiated Instruction and Understanding by Design
3/25
What is
Understandingby Design?
$ssentially it is a curriculum design model
%ocuses on the & what' and & how' or thecontent o( learning ) s"ills and "nowledge as
well as the method o( instruction orassessment
$ssentially it is a way o( thin"ing %ocuses on & who' we are teaching*
&where' we are teaching this and&how' we engage students to
ensure ef(ective learning (or variedstudents
It is not individuali+ation o( learning
,hat is the diference-
What is
DiferentiatedInstruction?
7/23/2019 Integrating Differentiated Instruction and Understanding by Design
4/25
The goal o( !uality curriculum design is todevelo and deeen student understanding.
The vehicle that delivers this to students withvaried abilities* e/eriences* oortunities*
language* interests and adult suort isdiferentiated instruction.
0ll learners bene1t (rom clarity in the urose
and riority o( content selected
2truggling learners re!uire (ocus on essential"nowledge* understandings and s"ills
0dvanced learners need and deserve challenge
to constantly move their learning (orward
,hy is this imortant-
7/23/2019 Integrating Differentiated Instruction and Understanding by Design
5/25
Teachers need to determine each students entryoint to the learning* determine their ne/t stesand remediate gas to ensure success (or learners
There(ore lanning needs to be constantly
reviewed to ensure it is meeting all learnersneeds* roviding the "ey "nowledge and s"illswhile e/tending or deeening the learning (orothers* at a ace that is re3ects individual grous
o( learners
4ow is this achieved-
& $ach year students remind teachers that the learning 5ourney is ashared 5ourney and the best laid lans o( teachers are only that#lans6'
7/23/2019 Integrating Differentiated Instruction and Understanding by Design
6/25
$nsures students needs are met# strugglinglearners (ocus on essential learning whileadvanced learners are rovided withchallenge
7rovides choice in learning styles* (ocuses onessential s"ills and "nowledge 1rst*determines rior "nowledge o( students andteaches (rom their current level o(
understanding* identi1es and shares withlearners ne/t stes in learning
Multi)sensory teaching and uses the multileintelligences and strengths o( the students
%le/ible and uses multile styles o( grouings
,hat it incororates is#
7/23/2019 Integrating Differentiated Instruction and Understanding by Design
7/25
$ngage in collaborative discussions around what wor"sand what doesn8t * moderate outcomes and standards
Understand what constitutes evidence o( learning
9now what are the essential understandings and"nowledge needed
0ctively see themselves as articiants in new learningand as learners
Cometent users o( technology that suorts andillustrates learning* as a teaching tool
Re3ective ractitioners constantly reviewing their ne/tlearning stes
Resonsive teachers# thin"ing about the barriers tostudent learning and the needs o( their students andimlementing change to address these needs
,hat teachers behave li"e#
7/23/2019 Integrating Differentiated Instruction and Understanding by Design
8/25
0ttending to the relationshi with students# allows (orris" ta"ing and rovides motivation (or students to learn
0ttending to the environment#. rovides a & climate'(or learning to haen. Classrooms seen as a welcomingand emotionally sa(e lace to test ris" ta"ing (or successand navigate (ailure romote learning
0ttending to student bac"grounds and needs# buildsbridges that connect learners and learning
0ttending to student &readiness' (or learning# allows(or academic growth
0ttending to student interest# engages studentmotivation
0ttending to student learning styles and barriers tolearning# enables eciency o( learning
Cultivate a taste (or diversity# broadens hori+ons (or
learners and leads to student engagement
Reasons to be a resonsive teacher#
7/23/2019 Integrating Differentiated Instruction and Understanding by Design
9/25
%ind ways to get to "now your learners intentionally andregularly
Incororate small grou teaching into daily and wee"lyteaching
earn to teach the high end
;fer more ways to e/lore and e/ress learningRegularly use in(ormal assessment to monitor student
understanding
Teach in multile ways
Use basic reading strategies across the curriculum#thin"ing
out loud0llow children to wor" alone* with a artner or a small grou
Incororate learning uroses* success criteria and goal settinginto teaching rogramme
o eac er s orsuccess-
4ow do we stac" u so (ar#..
7/23/2019 Integrating Differentiated Instruction and Understanding by Design
10/25
2tandards vs "nowledge and s"ills that aretruly essential and enduring.
Can standards and diferentiation really co)
e/ist-2tandards are intended to (ocus on teachingand learning* guide curriculum develomentand design. They rovide a basis (or
accountability.4owever standards have e/acerbated theroblem o( the content o( the curriculum and in>? have been erceived to have narrowed it
@Thru A=
7/23/2019 Integrating Differentiated Instruction and Understanding by Design
11/25
I( we want children to e/lore the essential!uestions and "ey ideas then we need to lan(or this to haen:
;ne way this can haen is by a rocess calledbac"ward lanning* which while it may bechallenging (or us ad5ust to* loo"s at the bigideas in the learning and sets out through "ey!uestioning to allow teachers to rovide choiceto learners* choice to teachers as well asremediation and e/tension o( learners
,hat are the big ideas and corerocesses that need to be taught within
the content o( the curriculum-
7/23/2019 Integrating Differentiated Instruction and Understanding by Design
12/25
2tage
7/23/2019 Integrating Differentiated Instruction and Understanding by Design
13/25
0ctivity based lanning#.lac"s substance and
long term learning
7lanning (or coverage o( content#. too muchto cover well and not enough deth
wavoids:
%earning happens within students and not to them&
With results and evidence in mind, plan for purposeful learningand directed teaching to help all students reach the desiredachievements and where the concerns for both content and kids
combine is a plan for responsive teaching.
7/23/2019 Integrating Differentiated Instruction and Understanding by Design
14/25
0lying Diferentiation to theUnderstanding by Design %ramewor"
7/23/2019 Integrating Differentiated Instruction and Understanding by Design
15/25
$stablish clarity around what the e/ected goal is.
0ccet resonsibility (or all learners success
Develo a community o( resect (or all
Euild awareness o( what wor"s (or each student
Develo and establish classroom management androutines that contribute to student success
4el students become efective artners in their ownlearning success
4ave 3e/ible teaching routines$/and their reertoire o( instructional strategies
Re3ect on individual rogress against standards andersonal growth
>ine guiding attitudes and s"ills o(diferentiated teaching:
7/23/2019 Integrating Differentiated Instruction and Understanding by Design
16/25
The basis o( diferentiated @or resonsive teaching stems(rom our resonses to three !uestions:
7/23/2019 Integrating Differentiated Instruction and Understanding by Design
17/25
7/23/2019 Integrating Differentiated Instruction and Understanding by Design
18/25
0ssess be(ore teaching;fer aroriate choice in assessment tas"s
7rovide e/licit (eedbac" and (eed (orward*early ad o(ten against desired outcomes
$ncourage sel( assessment and re3ection (orstudents
Resonsive 0ssessmentH
&Resonsive assessment honors students diferences and romoteslearning.'
7/23/2019 Integrating Differentiated Instruction and Understanding by Design
19/25
Reliable assessment demands multilesources o( evidence# hoto album vssnashots
&Multile measures are essential because noone test
can do it all' 9eon
7/23/2019 Integrating Differentiated Instruction and Understanding by Design
20/25
Match the measures with the goals:%or valid in(erences to be drawn (rom results * an assessment tas" must rovidean aroriate measure o( the given goal.
The tyes o( educational goals are:
Declarative "nowledge:
,hat students should "now and understand) 7aer and encil tye assessment.
7rocedural "nowledge: ,hat students should be able to do @er(ormance basedassessment
Disositions:,hat attitudes or habits o( mind should students demonstrate ordislay-This demands assessment over time.
0ll tas"s should be authentic* oen)ended enough toallow students to ersonalise their resonses*meaning(ul and* 3e/ible enough to address the varietyin our learners
$fective assessment : guiding rinciles
7/23/2019 Integrating Differentiated Instruction and Understanding by Design
21/25
%orm (ollows (unction:
The design and use o( assessments should bedirectly in3uenced by B !uestions:
7/23/2019 Integrating Differentiated Instruction and Understanding by Design
22/25
This chater covers how teachers use and aly strategies that willguide their ractise when lanning (or* imlementing and delivering adiferentiated curriculum.
Core belie(s:
0ll students should have access to a high !uality* meaning
(ocussed curriculum.
2tudents need to learn the basics and the oortunity to alythese in meaning(ul ways.
Ealance is needed between student construction o( meaningand teacher guidance. 2uort to construct meaning may beneeded.
2tudents need to "now the learning intentions and successcriteria (or success(ully achieving F demonstrating theirro1ciency towards them.
Resonsive teaching inacademically diverse classrooms.
7/23/2019 Integrating Differentiated Instruction and Understanding by Design
23/25
7lanning (or Instruction in a Diferentiated
ClassroomUse classroom elements 3e/ibly as tools (or instruction) time* saces*resources* grouings* strategies and artnershis.
Clustering learning needs (or eciency),hat barriers to learning andhow can I use their strengths* interests and talents to motivate the
learning- Using clustering o( learner needs hels teachers aly
strategies that suort more students and hels them to rovideauthentic conte/ts (rom learning or roviding oortunities (or them
to grow.
Management o( learners: %0K and suggestions about how to managelearners in order to rovide the best outcomes (or learners* eciently.
Care(ul lanning and use o( classroom elements
Resonsive teaching inmultileveled classrooms.
7/23/2019 Integrating Differentiated Instruction and Understanding by Design
24/25
Monitored rogress and achievement
7ositive relationshis with teacher
$ngagement in learning and an understanding
o( the urose o( learningUnderstanding o( what they are learning and
why
Co Lconstruction o( success criteria L
understanding o( what it ta"es to besuccess(ul
Clarity in their ne/t stes and how to achievethese
%eeling li"e they belong and are art o( their
,hat imact will it have on my learners-
7/23/2019 Integrating Differentiated Instruction and Understanding by Design
25/25
Rearming what I "new about best teaching racticeregarding diferentiating the curriculum to allow access tolearning (or all learners.
Rearming the need to re and ost test students to identi(ythe "nown* rovide ne/t stes (or individuals and evaluate
their learning and my teaching.Use relevant assessments that are age aroriate* seci1c to
the learning ad ne/t stes o( my students.
Using bac"ward maing to identi(y the intended outcomesand lan relevant tas"s to teach necessary content and s"ills
in meaning(ul conte/ts.Remember to &teach the child who arrives' in my class by
(orming strong relationshis with them and their whanau andacceting them as individuals.
,hat imact has this reading madeon my teaching-