KIPP2 Tomlinson McTighe

Copyright 2011 Tomlinson & McTighe 1

Two Big Ideas of UbD

3 stages of

Backward Design

Teach & Assess for

Understanding

Understanding = Transfer

Understanding reveals itself through

transfer; i.e., the appropriate and

effective use of knowledge and skill:

• in new situations

• on one’s own, with minimal cues and prompts

3 Stages of Backward Design

1. Identify desired results.

2. Determine acceptable evidence.

3. Plan learning experiences & instruction.


“Backward” Design Logic

Think like an

assessor, not an

activity designer!

This is not Backward Design

Identify desired results.

Determine acceptable evidence.

Plan learning experiences & instruction.

The UbD Template…

embodies the three stages of backward design

provides a common

format for creating and sharing curricular designs

Assessment Evidence

Learning Activities

Understandings Essential Questions

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Standard(s):

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Performance T ask(s): Other Evidence:


The UBD 1-page template

fosters alignment:

content standards

‘big ideas’

essential questions

assessments

learning activities

Assessment Evidence

Learning Activities


s t a g e

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s t a g e

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Standard(s):

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Performance T ask(s): Other Evidence:

Differentiation is

a sequence of common sense decisions

made by teachers

with a student-first orientation

Adam Hoppe, 2010

Crafting an environment that actively supports each student in the hard work of learning. Having absolute clarity about the learning destination. Persistently knowing where students are in relation to the destination all along the way. Adjusting teaching & learning to make sure each student arrives at the destination (and, when possible, moves beyond it).


Community Community

• Teacher-Student Connections

• Safe Environment

• Shared Partnership

Curriculum

• Essential KUDs

• Engagement

• Teaching Up

Instruction

• Addressing R, I, LP

• Flexible Grouping

• Multiple Strategies

• Flexible Management

Assessment

•Pre-assessment •On-going Assessment to

Inform Instruction •3-P Grading

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“It means teachers proactively plan varied approaches to what

students need to learn, how they will learn it, and/or how they will show what they have learned in

order to increase the likelihood that each student will learn as much as

he or she can, as efficiently as possible.”

A Continuum of Differentiated Instruction

NO DIFFERENTIATION

Class works as a whole on most materials, exercises, projects.

Group pacing

Group grading standards

Implied or stated philosophy that all of the students need same teaching/learning

Etc.

MICRO DIFFERENTIATION

Adjusting questions in discussion

Encouraging individuals to take an assignment further

Implied variations in grading experiences

Students pick own work groups

If students finish work early, they can read, do puzzles, etc.

Occasional exceptions to standard pacing. May not need to show work, do all math problems.

Occasional adjustments in grading to reflect student effort

and/or ability

Etc…

MACRO DIFFERENTIATION

Articulated philosophy of student differences.

Planned assessment/ compacting

Variable pacing is a given

Moving furniture

Planned variation content/input

Planned variation in

process/sense-making

Planned variation in

product/output

Consistent use of flexible

groups

Individual goal setting,

assessment (grading)

Grading to reflect individual

growth/process

Mentoring

Etc… •More reactive

•More dependent on student response

•More fixed

•More closed

•More proactive

•More dependent on teacher coaching

•More fluid

•More open

C. Tomlinson, 1993


3 minute pause

Talk in groups of 3-5 to:

• Summarize key understandings

about UbD & DI as models.

• Add your own thoughts

about role the models do or

could play in your work.

• Pose clarifying questions.

A Planning Guide for

Differentiating Curriculum & Instruction (The UbD/DI Connection)

Define Summative Assessments

Based on pre-assessment data, differentiate

the unit plans for readiness, interest, and

learning profile-- & continue to adjust plans

based on on-going assessment data

Pre-assess, based on K U D, for readiness—

also for interest, & learning profile

Identify what students should Know, Understand, &

Be Able to Do (KUD) at the end of the unit

Administer Summative

Assessments

Develop a unit plan to ensure student proficiency

w/ essential knowledge, understanding, and skill

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It’s easier and cheaper to build in the access ramp when you build the sidewalk. Once the sidewalk has been built, it’s no fun for the builder to rip it apart to put in a ramp!!)

Translation: If you spend a bunch of time designing a UbD unit and then have to tear it up to build in differentiation, your digestion will suffer—

or the reconstruction simply won’t get done!!


Planning for Flexibility Refining for Reality •At the curriculum planning stage •For likely circumstances Weak readers Missing prerequisite knowledge English language learners Advanced learners Varied entry points Varied modes of student learning Interest variance Varied modes of teacher presentation Time for small group teaching options Multiple ways of demonstrating knowledge Time for additional practice Varied levels of text

•At the curriculum implementation

stage

•Once you know the students”

specific:

languages/cultures

reading needs

learning preferences

readiness span

interests

modes of learning

needs for small group instruction

practice needs

strengths

needs for modes of assessment

•Based on pre-assessment

•Beginning as the unit begins

•Continuing throughout the unit

•Based on formative or on-going

assessment

•Includes personalization

Stage 1 – Identify desired results.

Consists of 4 components:

established goals

understandings

essential questions

knowledge and skills

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“Unpack” Content Standards

Consider: What “big ideas” are embedded within the standards?

content

standards


“We turn now to the questions of how

experts’ knowledge is organized…Their

knowledge is not simply a list of facts and

formulas that are relevant to the domain;

instead, their knowledge is organized

around core concepts or ‘big ideas’ that

guide their thinking about the domain.”

- Bransford, et. al., How People Learn, p 24

research on Learning and Cognition

Establishing Curricular Priorities

‘big ideas’

and core tasks

enduring

understandings

important to know & do

foundational concepts & skills

worth being

familiar with

”nice to know”

• Why? • So What?

• What is the “moral of the story”?

• How is ______ applied in the

world beyond the classroom?

• What couldn’t we do

if we didn’t

understand ____?

topic, goal, content standard

enduring understanding


• New York MST #3 - select appropriate standard

and nonstandard measurement units and tools

to measure to a desired degree of accuracy

Students will understand that: We can describe and measure the same thing in different ways. There are margins of error inherent in every form of measurement. Correlation does not insure causality.

measurement

• English 2A.4a - Analyze and evaluate the effective use of literary techniques in literature representing a variety of forms and media. (Illinois)

Students will understand that:

Authors do not always say exactly what they mean (literally). Satire attempts to expose & ridicule public or political immorality and stupidity through irony, sarcasm or exaggeration.

satire

adaptation

‘Big Idea’ Understanding:

Living organisms adapt in order to survive harsh or changing environments.

Essential Question: In what ways do species evolve adaptations to survive harsh or changing environments?


‘Big Idea’ Understanding:

Great literature from various cultures explores enduring themes and reveals recurrent aspects of the human condition.

world literature

Essential Question:

How can stories from other places

and times be about me?

open-ended: no “single” answer; arguable; require

reasoning

doorway: lead to ‘big ideas’ and

core processes

generative: spark inquiry and raise other questions

recur: can (and should) be revisited

Essential Questions

Guidelines for building in differentiation

as you plan a unit based on

Understanding by Design at STAGE 1 of UbD


Stage 1 of Understanding by Design Desired Results

Content Goals Standards, Objectives

Essential Understandings

Essential Questions

Essential Knowledge Essential Skills

•Who are the students I am likely to teach? •What will likely be the degree of variance in students who study this unit, in: Culture Language Economic Background Home Support Readiness Interest Learning Preferences Experiences Reading Vocabulary

• How might I word the EUs and EQs to connect with the lives, experiences, and interests of my students? • Which big ideas will likely have the greatest relevance for them? • What connections can I anticipate making that will engage the thinking of the students I’m likely to teach?

PLANNING DI FOR FLEXIBILITY

3 minute pause With a group of 2-5:

• Discuss your understanding of UbD Stage 1.

• Share some ways in which you

feel DI could be incorporated

into Stage 1 planning--&

some refinements that might

be needed for actual students.


Should rarely be Differentiated

May need some Differentiation

Should be Differentiated

“Color Key” to differentiation in backward design


Stage 1 - Desired Results

Performance Tasks

Other Evidence: Stage 2 - Assessment Evidence

Other Evidence: Stage 3 - Learning Plan

Other Evidence

Key Criteria

Established Goals/ Content Standards


Knowledge Skill

Differentiation in UbD

Answers the Essential Question: When is it important to differentiate within the UbD

framework?

Differentiation in UbD - Stage 1

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Knowledge Skills


Established Goals (e.g., Content Standards)


g

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Knowledge Skills





g

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Knowledge Skills



However: Open-ended questions allow for diverse responses.


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Knowledge Skills





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Knowledge Skills




Pre- and on-going assessments may reveal skill or knowledge gaps needing instructional interventions, and suggest needed enrichment experiences for the advanced learners.






Think “Photo Album” versus “Snapshot”

Sound assessment requires multiple sources of evidence, collected over time.

Gather evidence from a Range of Assessments

authentic tasks and projects

academic exam questions, prompts, and problems

quizzes and test items

informal checks for understanding

student self-assessments


Match the Assessment Evidence with the Learning Goals

=

Match the Assessment Evidence with the Goals(s)

What is Understanding?


Facets of Understanding

explanation

self-knowledge

desired

understanding

Evidence of Understanding...

requires the student to:

Explain

support, justify

theorize, defend

Apply

to novel situation

(‘authentic’

context)

You have been hired by a day care agency to fence in an area to be used for a play area. You have been provided with 60 feet of fencing (in 4’ sections) and a 4’ gate. How can you put up the fence so the children will have the maximum amount of space in which to play?

Submit your plan for the playground area. Include a diagram, your calculations, and a summary of why this is the best design.

example: Day Care Center


example:

Teach a Lesson

You have been asked to help a third grader understand the economic concept of “supply and demand”. Design a plan for a 5 minute lesson. You may wish to use examples (e.g., Beanie Babies or Pokemon cards), visuals, or manipulatives to help them understand.

example: School Map

A new student has just joined your class. Since she is new to the school, you have been asked to draw a map of the school to help the new student find her way around the school. Be sure that your map includes a title, labels, symbols, and a legend.

example:

Making the Grade

Your math teacher will allow you to select the method by which measure of central tendency – mean, median or mode – your quarterly grade will be calculated.

Review your grades for quizzes, tests, and homework to decide which measure of central tendency will be best for your situation. Write a note to your teacher explaining why you selected that method.


Essential Questions

How might we responsibly

differentiate student assessments?


s

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Needed Evidence

Key Criteria/ Scoring Rubric (s)

Performance Tasks Other Evidence


s

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Needed Evidence





s

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Needed Evidence



Open-ended, “authentic” performance tasks offer opportunities for valid differentiation, via variety in roles, audiences, scenario, products and performances.


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Needed Evidence



Open-ended, “authentic” performance tasks offer opportunities for valid differentiation, via variety in roles, audiences, scenario, products and performances.

Scoring criteria should be roughly the same for

all, even if our expectations appropriately vary, given the evidence needs implied by STAGE ONE.

Stage 2 – Design Template Essential

Evaluative Criteria/ Scoring Rubric (s)


s

t oe You Are What You Eat: Create a brochure on “healthful” eating. Camp Menu: Design a 3-day menu for meals and snacks. Explain why your menu plan is both healthy and tasty.

• Quiz on the USDA Food Pyramid guidelines • Quiz on reading food labels • Test on health problems caused by poor eating.


Stage 2 – Design Template Performance Tasks

Since our class has been learning about nutrition, you have been asked to create an illustrated brochure to teach about the importance of good nutrition for healthful living. Your brochure should explain a balanced diet and show the difference between healthy and unhealthy eating. Show at least two health problems that can occur as a result of poor eating.

Differentiation in UbD - Stage 2 Essential Questions

Performance Task - GRASPS

Goal

Role

Audience

Product/ Performance

Scenario

Standards (criteria)



Goal - explain “healthy” eating

Role - student informing peers

Audience - grades 5 - 8

Product/ - illustrated brochure Performance - written + oral explanation

Scenario - “teach a lesson”





Role - student teaching primary kids

Audience - grades K - 2

Product/ - picture book Performance - oral explanation

Scenario - “teach a lesson”




Role - expert informing teens/adults

Audience - teens and adults

Product/ - written brochure w/ Performance - written explanation

Scenario - informative brochure

Stage 2 – Design Template Essential

Evaluative Criteria/ Scoring Rubric (s)


s

t oe You Are What You Eat: Create a brochure on “healthful” eating. Camp Menu: Design a 3-day menu for meals and snacks. Explain why your menu plan is both healthy and tasty.

• Quiz on the USDA Food Pyramid guidelines • Quiz on reading food labels • Test on health problems caused by poor eating.

• effectively illustrates a balanced diet • clearly shows differences between healthy & unhealthy diets • accurately explains two nutritionally-related health problems • well crafted products and polished performances


Differentiation Within Assessment Stage 1 – Desired Results

Performance Task

Stage 2 –Assessment Evidence

Content Standard(s)

Understanding(s)

Criteria Implied

Product Criteria

product &

performance

options

Content

Criteria

Implications for Rubrics

Important to distinguish between:

Content Understanding

Product/ Performance

Quality





PLANNING DI FOR FLEXIBILITY

Stage 2 of Understanding by Design Assessment Evidence

Other Evidence Performance Assessments

•What performance assessment options would be most relevant? •Might some students lack context for assessments? •What options exist for providing reading support for the assessments? Writing supports? •Might some students have difficulty reading the assessment directions? •What varied options for expressing learning might enable more students to demonstrate competency? •Might some students benefit from a more advanced version of assessments?

Key Criteria for Success

3 minute pause

Talk in your group of 2-5 to:

• Discuss your understanding of UbD Stage 2.

• Share some ways in which DI

can be integrated into

Stage 2 planning, as well

as some additional

modifications that may be

needed for actual students.







Teaching and Learning for Understanding

Acquire important

knowledge and skills

Make Meaning of “big ideas”

Transfer learning to new

situations




Stage 3 of Understanding by Design Learning Plan

PLANNING DI FOR FLEXIBILITY •Where does it make best sense to build in opportunity for: practice extension interest-based opportunities varied modes of exploring ideas varied modes of expressing learning small group instruction varied resources •What modes of presentation will I use? •How will I pre-assess readiness? Interest? Learning Profile? •What formative assessments will I use? •When/how will I use formative assessment data? •Which instructional strategies best make room for varied student needs and fit content requirements? How will I ensure this work contributes to community?

•When will I use similar readiness groups? Mixed readiness groups? Interest-based groups? Learning profile-based groups? Student choice? Teacher choice? •How will I help students understand their entry points? Contribute to ownership of their growth?


3 minute pause

Talk in your group of 2-5 to:

• Share your understanding of UbD Stage 3 .

• Explain some ways DI planning

can be incorporated in Stage 3

design & some adaptations

that might be needed for

actual students.


A Planning Guide for

Differentiating Curriculum & Instruction (The UbD/DI Connection)

Define Summative Assessments

Based on pre-assessment data, differentiate

the unit plans for readiness, interest, and

learning profile-- & continue to adjust plans

based on on-going assessment data

Pre-assess, based on K U D, for readiness—

also for interest, & learning profile

Identify what students should Know, Understand, &

Be Able to Do (KUD) at the end of the unit

Administer Summative

Assessments

Develop a unit plan to ensure student proficiency

w/ essential knowledge, understanding, and skill

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Adapting your lesson plans once the kids show up—and as you get to know them through pre-assessment & formative assessment…


Some Ways to Address Student Readiness Books/materials/resources at different readability levels Highlighting texts

Materials in a student’s first language Content digests Small group instruction Additional segments of a subjects (e.g. math, reading) Peer teaching Varied homework assignments Pacing adjustments Mini-workshops Books on tape Models of quality at the student’s readiness level Experts of the day Skills-based learning centers Computer tutorials Learning contracts Tiering

Planning for Flexibility (Readiness) Refining for Reality (Readiness)

This is a place where students often fall behind. I’ll build in time for small group instruction. It makes sense to use a contract to help students review at the end of the unit. I want to be sure to have multiple resources available for our work on the Revolutionary War so all students will have materials they can read—or listen to—in order to have access to necessary background information.

Jake, Issac, Ramon, Elise, and Felicia need to meet with me tomorrow to t talk more about photosynthesis. Based on formative assessment, I can now decide on the review work that needs to go on each student’s c contract. I will use some of the resources for volunteer expert groups, some for interest-based Think Tanks, and some for students at varied reading levels.

I’ve bookmarked websites at different levels of complexity as well. Here’s a great story to tell in class tomorrow. It will really catch the attention of soccer fans in the group.

The Two Stages of Planning for Differentiation in Understanding by Design

INTEREST

INTERESTING

CONTENT/

INSTRUCTIONAL

STRATEGIES

TEACHER

INTEREST

STRATEGIES

INDIVIDUAL

INTEREST

STRATEGIES

INDIVIDUALS

WITHIN A GROUP

STRATEGIES

Tomlinson 06

human interest

real world impacts

odd facts/trivia

humor

cartoons

photos/artifacts

processes

blogs, vlogs

digital portfolios

inquiry

personal stories

artifacts

shared

experiences

modeling

projects

tools

processes

independent

studies

orbitals

design-a day

interest centers

interest-based

groups

jigsaw

sidebar studies

teacher-provided

illustrations

expert groups

role options


Planning for Flexibility (Interest) Refining for Reality (Interest)

I want to design an authentic assessment that will let students demonstrate their content knowledge of ecosystems, so I’ll develop a list of perspectives on Prince William Sound after the Exxon Valdez spill and develop EQs that can guide their work no matter the perspectives they choose.

I’ll develop math word problem applications based on things middle schoolers enjoy. I want to use a Design A Day project here to let students have a voice in deciding what work they need to do to move ahead and something they’d like to do to connect their learning with their lives.

I’ll place the students in teams to represent perspectives of oil refiners, fisherman, the tourist industry, Inuit, shippers, and biologists. I have four students who really like motorcycles. I’ll substitute some problems based on motorcycles for ones I’d created on swimming. In this class, I have some students who are very independent and others who need a good bit of guidance. I’ll use different check in requirements for those two groups.

The Two Stages of Planning for Differentiation in UbD

What Shapes Learning Profile?

• Gender

• Culture

• Learning Style

• Intelligence Preference

(& the interaction of the four elements)

Learning Profile

Relates to

Efficiency of

Learning

It’s a Matter of Balance

In Academically Diverse Classrooms, It’s Helpful to Ensure that Students have Balanced Opportunities to Work Along these Continua.

Conformity Creativity

Part to Whole Whole to Part

Competition Collaboration

On-Demand Reflective

Response Response

Individual Group

Emphasis Emphasis

Independence Helpfulness

Information Feeling

Controlled Expressive

Written Expression Multi-Mode

Expression

Analytical Practical/Creative


Planning for Flexibility (Learning Profile) Refining for Reality (Learning Profile)

These ideas will be new to many students so

I’m going to use photos and diagrams from

the internet when I present so they can form

mental images of how the process of mitosis

works.

This would be a great place in the unit to

have students select tasks based on

Sternberg’s intelligences. I’ll design three

options focused on the same essential

understanding for this lesson.

I want to have students work in learning

profile groups with at least four learning

profile preferences represented in each

group to summarize the unit’s essential

understandings in multiple modes just before

their final assessment.

Today, 5 students indicated on their exit cards that they had not understood the phases of mitosis until they saw the

computer animation of it. I’m going to have them work in a group tomorrow to compare & sketch out their before and after understandings of the process.

Today, I’m going to observe students as they work on the Sternberg task to try to get a sense of how well their choices are working for them. Philip, Tai, Morgan, and Sam will work well as a mixed learning profile group. They have a similar sense of humor but very different ways of expressing their insights.

The Two Stages of Planning for Differentiation in Understanding by Design

3 minute pause Talk in groups of 2-5 to: • Explain some adaptations you might make in flexibly planned UbD Stage 3 for actual students you’ve taught in terms of readiness, interest, and learning profile. • Pose clarifying questions.

Stage 1 - Desired Results

Performance Tasks

Other Evidence: Stage 2 - Assessment Evidence

Other Evidence: Stage 3 - Learning Plan

Other Evidence

Key Criteria

Established Goals/ Content Standards


Knowledge Skill

Differentiation in UbD

Answers the Essential Question: When is it important to differentiate within the UbD

framework?

Documents

KIPP2 Tomlinson McTighe