Curriculum Design Planning for instruction

Agenda  Review Bloom’s  Review M.I.  Differentiation

Bloom’s Taxonomy  Knowledge – remember previously learned info  Comprehension – demonstrate understanding  Application – apply knowledge  Analysis – break down, find similarities  Synthesis – create new ideas  Evaluation – defend, argue, evaluate

Bloom’s New & Old

Example of a Bloom’s Lesson  What have you done in the past?  What can you do with the winter curriculum?

Multiple Intelligences  Logical-mathematical – logic, reasoning, #s  Spatial – visualize, spatial judgment  Linguistic – good w/ words, languages, stories  Bodily-kinesthetic – physical action  Musical – sounds, rhythms, tones, music  Interpersonal – interacting with others  Intrapersonal – self-reflective capacities  Naturalistic – relating to nature  Existential – spiritual or religious

Where do you land?  /findyourstrengths.html

Where did you land?

D.I. Defined  “is a framework or philosophy for effective teaching that involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of difference in ability” Wikipedia 2013  Teaching one concept at multiple levels (interest, ability, readiness)  Integrates constructivist learning theory (schema)

DI for Interest  How or what they would prefer to learn  Playing on intrinsic motivation  Includes hobbies, likes, dislikes

DI for Learning Profile  Includes social/emotional factors, learning style, Multiple Intelligences  46% K-12 students are visual learners  35% K-12 students are kinesthetic learners  19% K-12 students are auditory learners  Don’t change the work load, change the nature of the assignment

DI for Readiness  Where are they coming in at, previous knowledge  Includes skills, content, concepts  Assisted with pre-test, prior understanding of students

Examples of DI activities  Goal: to create assignments that are meaningful and fairly independent so you can roam to help, utilizing Bloom’s Taxonomy & Multiple Intelligences  Tic-tac-toe  Cube  Menu  3,2,1’s  Incorporate music, movement, art, story telling

Examples of DI  Exit Cards  Student Menu  Matrix

Assessment  Assessment is key to DI!  Pre-assessment allows you to know where they are coming from  Formative assessment is checking in on how they are doing  Summative assessment give you the final picture

How to DI  1. Identify your objectives, standards, outcomes  2. Any unique needs in your group?  3. Design assessment  4. Do pre-assessment  5. Adjust assessment or objective based on results

How to DI cont.  Design experience based on pre- assessment, previous knowledge of students, resources, etc.  Create lessons  Conduct lessons  Adjust based on formative assessment  Conduct formal assessment  Reflect

Teachers can differentiate  Content  Process  Product  Affect (social learning environment)  Learning Environment

Your task...  In groups of 2, take an activity from our curriculum and differentiate it.  You can define who and how you are differentiating it.  We’ll meet back later for you to share!

Backward Design  1. What big ideas and skills should students leave knowing?  2. What counts as evidence that they really learned this?  3. What learning experiences will get them there?