The Entry Point to Differentiation Waukee ELP August 31, 2009

Slides:



Advertisements
Similar presentations
Understanding by Design - Stage 1 -
Advertisements

Designing Instruction Objectives, Indirect Instruction, and Differentiation Adapted from required text: Effective Teaching Methods: Research-Based Practice.
Depth and Complexity An RUSD Best Practices GATE Tune-Up.
Differentiating Instruction. AGENDA  9:15 – Intros and Background on DI: The Tomlinson Model  9:40 – Using DI: Jigsaw Activity/Sharing Practices and.
Understanding by Design: Stage 1 North Penn School District March 25, 2011.
Good Instruction as a Basis for Differentiated Teaching
BY: RAVEN CASH Meeting the Needs of the Academically Gifted.
Lesson Objectives Summer Content Institute “The quality of one’s thinking about objectives during planning directly accounts for the effectiveness.
Essential Questions How do we create units maps aligned to the Common Core Standards? How do we assure maps are quality?
+ Blair Community Schools Curriculum Differentiation “Teaching with the child in mind.” Caroline Tomlinson.
Differentiating Instruction
Depth and Complexity Icons
What students should know, understand, and be able to do
Why take the leap … …to Differentiated Instruction? Why take the leap … …to Differentiated Instruction?
Differentiated Instruction August Super Sleuth Directions: Walk around the room and find someone to respond to the questions on your Super Sleuth.
The Framework for Teaching Domain 1 Planning and Preparation.
BASED ON THE WORK OF HEIDI HAYES JACOBS, PH.D AND SUSAN UDELHOFEN, PH.D CURRICULUM MAPPING OVERVIEW Revised by Lisa Cohen June 2014.
Curriculum Mapping: its MANY benefits of investing time and effort.
Supporting and Coaching Classroom Facilitators Oudete Taylor August 13, 2015.
A Beginner’s Guide to Using Case Studies in a High School Science Course Donna Horn, Director of Science and Health Rush-Henrietta Central School
“Backward” Unit Design?. Lesson Planning #1  Open teacher’s edition.  Teach lesson.  Check off QCCs covered.
A Quick Quiz What is your DI IQ? Discuss with peers… What do you know about differentiation? What concerns or fears do you have regarding differentiation?
York Public Schools Curriculum Design December 1, 2010 Toby Boss ESU 6.
Collaborative Inquiry “Teachers possess tremendous knowledge, skill, and experience. Collaborative inquiry creates a structure for them to share that expertise.
10 Principles of a Successful Classroom. Students are presented with meaningful, higher-order, activities that create the context for learning and build.
Reading Strategies To Improve Comprehension Empowering Gifted Children.
Curricular Resources Unit Plans. Outcomes Participants will : understand the big picture connection between the SVVSD Teaching and Learning Cycle and.
Mentoring School Name Date Mentor’s Name. OVERVIEW What is Mentoring? The Mentoring Menu The Coaching Process.
Blueprint for GOVERNMENT SCHOOLS. The Minister’s reform agenda is based on the following belief: “All students are entitled to an excellent education.
Using UDL to Set Clear Goals and Support Every Student’s Learning.
Fall Cohort 2009 Cypress Springs High School Differentiated Instruction.
Framework for Teaching Effective Lesson Planning.
Questioning Strategies EDG 4410 Teaching Strategies and Classroom Management University of Central Florida, Orlando, FL Dr. Verkler Fall 2014.
Math Study Group Meeting #1 November 3, 2014 Facilitator: Simi Minhas Math Achievement Coach, Network 204.
Louisiana Learning Standards WHAT DO YOU THINK? In the area of science, what should your students... know? be able to do? be like?
Implementing the Common Core Marcia Torgrude Welcome.
Teaching and Learning Cycle and Differentiated Instruction A Perfect Fit Rigor Relevance Quality Learning Environment Differentiation.
UDL & DIFFERENTIATION Cynthia Eason EDU 673 Instruction, Strategy for Differentiated Teaching & Learning.
GATE (Gifted and Talented Education) Curriculum
Dr Max Walsh Science Learning in the 21st Session 2 OUTCOMES-BASED EDUCATION (OBE) Its Implications for Science Investigatory.
Bloom’s Taxonomy Investigating Cognitive Complexity
Inquiry-based learning and the discipline-based inquiry
Ridgefield Public Schools PEARSON ENVISION MATH 2.0 March 23, 2017
The Learning Experience Plan
Depth and Complexity Icons
To cope with testing demands:
The Year of Core Instruction
Magothy River Middle School
Direct Instruction & Differentiation
Differentiation in the 21st Century
How do grade levels currently plan at your school?
Comprehension: Before Reading Strategies
Understanding by Design
Masterminding Math Instruction
its MANY benefits of investing time and effort
Differentiated Instruction
The Entry Point to Differentiation
The whole is greater than the sum of the parts. –Aristotle
Analyze Student Work Sample 2 Instructional Next Steps
SIR Observation Preparation and Report Examples
Developing More Curious Minds
Standards-Based Planning
Learning Targets: The Little Statement that Could
Lesson Plan Models for Differentiation
Update on UDL Implementation Measurement and GD Comparison Districts
Topic 1: Be able to combine functions and determine the resulting function. Topic 2: Be able to find the product of functions and determine the resulting.
2014 Mathematics SOL Institutes Grade Band: Geometry
Differentiation of Instruction
Teacher Checklist for Differentiating Instruction, page 1 of 2 Franny McAleer, Think about your curriculum and instruction,
Meeting the Spectrum of Student Needs (6-12)
Presentation transcript:

The Entry Point to Differentiation Waukee ELP August 31, 2009 Developing a KUD The Entry Point to Differentiation Waukee ELP August 31, 2009 Mary Schmidt, Gifted Education Consultant mschmidt@aea11.k12.ia.us Heartland AEA 270.0405 ext. 14375

“Stop asking me if we’re almost there “Stop asking me if we’re almost there! We’re nomads, for crying out loud!”

CLARITY ABOUT CURRICULUM If a teacher isn’t clear about what all students should (know) understand and be able to do when the learning experience ends, he or she lacks the vital organizer around which to develop a powerful lesson. --Tomlinson, 1999

KNOW UNDERSTAND BE ABLE TO DO Facts, names, dates, places, information Essential truths that give meaning to the topic Stated as a full sentence BE ABLE TO DO Skills (basic skills, skills of the discipline, skills of independence, social skills, skills of production Verbs or phrases

KNOW UNDERSTAND BE ABLE TO DO What K, U, and D stand for Characteristics of K, U, and D statements UNDERSTAND The KUD provides essential clarity about high level outcomes for all students. Differentiation is best accomplished at the intersection of our knowledge of students and clearly defined learning outcomes. BE ABLE TO DO Classify statements as K, U, or D Create a KUD for a unit

Unpacking the KUD What K, U, and D stand for Characteristics of K, U, and D statements

KUD Sort Categorize the statements in your envelope as Know Understand Do Check your answers

Developing Statements of Understanding Consider interdisciplinary connections Opportunities for multiple exposures Within a discipline Across disciplines To connect disciplines

Developing Statements of Understanding Start with one-word concepts Conflict Loyalty Relationships Combine concepts to make true statements (generalizations) Divided loyalties create conflict. Conflict can damage or strengthen relationships.

Developing Statements of Understanding Start with one-word concepts Structure Patterns Order Combine concepts to make true statements (generalizations) Patterns create structure. Order occurs as a result of a variety of structures. The order experienced depends on the application of available structures.

Work with Your Team Identify an Understand you will all work toward. By content area identify the units/lessons/topics that would help develop that understanding. Complete the chart. Discuss how Understands could be differentiated for gifted kids.

Individually Select a unit/lesson/topic from your column on the chart. Develop the Know and Do that are specific to that unit/lesson/topic and will move your students toward the Understand. Develop additional Understands as needed. These might be content-specific. Look at the examples in the packet.

TTYN How will starting with the KUD change the way you plan and collaborate with classroom teachers?

The Tip of the Iceberg Roadmap for a unit Start small Study Differentiation in Practice (K-5, 5-9, 9-12) Novice to expert requires practice KUD is essential to quality differentiation Makes pre- and formative assessment more focused