Designs Session 4 - Elementary
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Transcript of Designs Session 4 - Elementary
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Session 4
March 29, 2010
LMCC
Designing Instruction for Deep Learning and Diversity
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Backward Design Model – Stage 2
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences and instruction
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Backward Design Model – Stage 2
BIG IDEA: Differentiated Instruction
ENDURING UNDERSTANDING:
Every student should have the opportunity
and be supported in order to attain deep
understanding of the core (big) ideas of
learning.
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Enduring Understandings are for ALL Students
Differentiation is in how students learn, not in what they learn.
This is the art of teaching: our ability to hold expectations constant, but to pitch our instruction, based on evidence, to the right degree of challenge and the right amount and kind of support for each individual.
Hume, Start Where They Are, 2000
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Curricular Priorities and Assessment Methods
Worth being familiar with
Important to know and do
Big Ideas and Core Tasks
Worth Being Familiar With
• Different conditions requiring dietary restrictions, such as high blood pressure, diabetes, and stomach ulcers
Important to know and do
• Canada’s Food Guide recommendations
• Nutritional information on food labels and how to interpret them
Big Ideas
• Balanced diet
Understandings
• “You are what you eat.” Your diet affects your health, appearance, and performance.
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Backward Design Model – Stage 2
ESSENTIAL QUESTIONS:1. What does a learning plan for understanding
look like? (UbD)2. How do we ensure that our instructional
activities are both engaging and effective?3. What are the characteristics of ‘best design’?4. How do we make it more likely that everyone
might achieve understanding? (DI)
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1. Review the attributes of learning designs that are engaging and effective
2. Develop an understanding of the WHERETOelements in instructional planning
3. Review the key principles of Differentiated Instruction
4. Learn practical ideas for differentiating learningin terms of content, process and product
Learning Intentions for Today
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The Best Learning Designs areEngaging
Group A Questions1. When are students most fully engaged in
and out of school?2. What makes them so engaged, and
keeps them so engaged?
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The Best Learning Designs areEffective
By effective, we mean that the learning designhelps learners become more competent andproductive at worthy work. They end up performingto high standards and surpass the usualexpectations. They develop greater skill andunderstanding, greater intellectual power and selfreflection, as they reach identified goals.
Wiggins and McTighe p.195
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The Best Learning Designs areEffective
Group B Questions1. When is student learning most effective?2. Under what conditions are learners most
productive?3. Under what conditions is the highest-
quality work produced?
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When is Learning Highly Engaging and Effective?
• Mixed Groups (A and B)
• What’s in the
centre? Engaging Effective
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The Characteristics of the Best Designs
• Clear performance goals
• Hands-on approach
• Focus on interesting and important ideas, questions, issues, problems
• Real-world application
• Powerful feedback
• Personalized approach
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The Characteristics of the Best Designs
• Clear models and modeling
• Focused reflection time
• Variety in methods, groupings, tasks
• Safe environment for risk-taking
• Teacher as facilitator/coach
• “Immersion” experience
• Focus on ‘big picture’
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A cornerstone of differentiated instruction is that you have to be effective first and differentiated second.
Hume, Start Where They Are, 2000.
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WHERETO Elements in Instructional Planning
W – WHERE, WHY and WHAT
H - HOOK
E - EQUIP and ENABLE
R - RETHINK, REFLECT, REVISE
E - EVALUATE
T - TAILOR (content, process, product)
O - ORGANIZE
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• Individual Quiz
• Group Discussion
(Hume, Start Where They Are 2010)
Unit and Lesson Design in a Differentiated Classroom
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Differentiated Instruction (DI) - 4 Key Principles:
1. Activities need to be linked to common learning outcomes!
2. Activities should take roughly the same amount of time
3. Activities need to be equally engaging
4. Activities need to be equally respectful
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Differentiated InstructionDos and Don’ts…
• Don’t offer more than two options to begin DI - you can add more choices when you know your students better
• Do think in terms of clusters of students
• Do use Multiple Entry Points
Remember: DI is NOT individualized instruction!
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Where to Differentiate?Tomlinson & McTighe (2006) Integrating Differentiated Instruction and Understanding by Design. p. 36 Fig 3.3
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School Team Task
• In your groups, use the information provided today to continue work on your lesson plans.
• Discuss implementation of WHERETO in your plans.
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Designs 2010 – Session 5
• Monday April 12
• Westview Elementary School
• Elementary and Secondary together
• Debrief / Conclusion of Series
• Sharing of UbD projects