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

• Understanding : Differentiation works more effectively when pre-assessment informs instruction

• Skills :Participants will be able to

• • self-assess their expertise in differentiated instruction

• • develop and interpret appropriate pre-assessment

• Knowledge :Participants will know

• • the difference between surface and in-depth differentiation

• • 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

Closure and Raffle

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

Also referred to as

• Teaching for Meaning

• Backward Design

10. Why backward?

The stages are logical but they go against habits

• Were used to jumping to lesson and activity ideas - before clarifying our performance goals for students

• 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

Two lesson plans

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!!!!