UbD & DIKEY CONCEPTS

Teachers find it increasingly difficult to ignore the diversity of learners who populate their classrooms.

Tomlinson & McTighe, 2006

Culture, race, language, economics, gender, experience, motivation to achieve, disability, advanced ability, personal interests, learning preferences, and presence or absence of an adult support system are just some of the factors that students bring to school with them in almost stunning variety.

Tomlinson & McTighe, 2006

Few teachers find their work effective or satisfying when they simply “serve up” a curriculum – even an elegant one – to their students with no regard for their varied learning needs.

Tomlinson & McTighe, 2006

Differentiated Instruction focuses on whom we teach, where we teach, and how we teach. Its primary goal is ensuring that teachers focus on processes and procedures that ensure effective learning for varied individuals (Tomlinson & McTighe, 2006).

Tomlinson & McTighe, 2006

Understanding by Design

– Jay McTighe

We can create and implement standards based, powerful assessments and curricula that produce high quality learning for all students.”

Differentiated Instruction

– Carol Ann Tomlinson

“What we share in common makes us human. How we differ makes us individuals.”

To differentiate is to give students multiple options for taking in information, making sense of ideas, and expressing what they learn.

MULTIPLE OPTIONS

Who? Where? What? How?

UbD

Understanding by Design is predominantly a curriculum design model

DI

Differentiated Instruction is predominantly an instructional design model

The Logic for Combining UbD and DI

In effective classrooms, teachers consistently attend to at least four elements: whom they teach (students), where they teach (learning environment), what they teach (content), and how they teach (instruction).

If teachers lose sight of any one of the elements and cease investing effort in it, the whole fabric of their work is damaged and the quality of learning impaired.

Understanding by Design focuses on what we teach and what assessment evidence we need to collect. Its primary goal is delineating and guiding application of sound principles of curriculum design.

It also emphasizes how we teach, particularly ways of teaching for student understanding (Tomlinson & McTighe, 2006).

The Four Elements of

Connecting Content to Learners

I. Students

• Readiness/skills• Interests• Learning Styles• Culture

Connecting Content to Learners

II. Learning Environment

• Create a community of learners

• Create a place where each member feels valued

Connecting Content to Learners

III. Content

• Have “rich” curricula with stated central ideas• Use standards as a beginning point• Be clear about curricula essential ideas• Focus on Knowledge, Understandings, Skills

Connecting Content to Learners

IV. Instruction

• Assessment and Instruction are interwoven• Accept responsibility for the learning of all • Skillful instruction brings content to life • Flexible instruction makes content work for all

Connecting Content to Learners

  Proactive More qualitative than quantitative Rooted in assessment Provision of multiple approaches to content,

process, product, and assessment Student centered Teaching that blends whole-class, group,

and individual instruction

Differentiated Instruction is . . .

Learner NeedsReadiness (Students’ skills and understanding) Interest (Curiosity or passion) Learning Profile (Ways students learn best)

Curriculum ComponentsContent (what teachers teach and want learners to learn) Process (activities that lead to a more complex level of understanding) Product (long-term or culminating assignments requiring students to apply knowledge)

Framework for Differentiation

  Grades for Achievement of goals Progress toward goals Work habits (completing work on time,

asking questions for clarification, persisting when faced with challenging material, listening to feedback)

Three Reporting Factors

W What will be learned? Why is it worthwhile? How will it be evidenced? 

H Hook and engage the learner 

E Equip students to master and succeed 

R Rethink, Revision, Refinement 

E Evaluation (self) and Reflection 

T Tailor Methods, Materials, Assessments 

O Organization of Learning Experiences 

WHERETO Framework