1. 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
Heartland AEA ext

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

3. 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

4. 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

5. 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

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

7. KUD Sort Categorize the statements in your envelope as Know UnderstandDo
Check your answers

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

9. 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.

10. 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.

11. 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.

12. 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.

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

16. 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