1. Understanding by Design Stage 3
Understanding by Design Professional Development Workbook by Jay McTighe and Grant Wiggins
Classroom Instruction that Works by Robert J. Marzano, Debra J. Pickering, Jane E. Pollack
Integrating Differentiated Instruction and Understanding by Design by McTighe and Tomlinson

2. Stage 3 Plan learning experiences and instruction
Think through most appropriate instructional activities. Make teaching engaging and effective for learners while keeping the end in mind.
What enabling knowledge and skills will students need to perform effectively and achieve the desired results?
What activities, sequence, and resources are best suited to accomplish our goals?

3. Stage 3 Template
Plan purposeful learning activities and directed teaching to help all students reach the desired achievements
W – Where the unit is going, What is expected
H – Hook and hold the students
E – Equip students, Experience, Explore
R – Rethink and Revise
E – Evaluate and reflect
T – Tailored learning to varied needs, interests, styles
O – Organize and sequence learning

4. W Know where they’re going (the learning goals)
Know why (reason for learning)
Know what is required of them (unit goal, performance requirements, and evaluative criteria)
Include goals, expectations, relevance and value and diagnosis (pre-test, KWL)

5. Beginning Include strategies for setting learning goals
Identify clear learning goals “I can……”
Allow students to identify and record their own learning goals “I will……”
May share Big Idea, Essential Question or performance task and criteria
Give a pre-test, access prior knowledge

6. H
Hook students at the beginning of a new learning experience and hold their interest throughout.
Engage students in the topic and point toward Big Ideas, Essential Questions, and performance tasks

7. Ideas for Hook Odd fact, anomaly, counterintuitive example
Provocative entry question
Mystery
Challenge
Problem or issue
Experiment – predict outcome
Role-play or simulation
Personal experience
Student choice
Emotional Connection
Humor

8. During Unit Include strategies for:
Monitoring progress toward learning goals
Introducing new knowledge
Practicing, reviewing, and applying knowledge

9. Experiential and Inductive Learning
Concept attainment
Research/I-Search project
Historical investigation
Scientific experimentation
Problem-based learning
Creative expression
Exploration of issues
Construction project
Simulation

10. Direct instruction to help students
Compare ideas and information
Find, organize, and evaluate information
Generate and test hypothesis
Communicate ideas
Monitor their understanding
Review and revise each others and own work
Use problem solving strategies
Summarize key ideas

11. Homework and Other Out-of-Class Experiences
Practicing skills
Reading with a purpose
Working on project or performance task
Studying and synthesizing information
Reflecting on ideas, process, or product
Revising work

12. R Rethink Shift perspective Reconsider key assumptions
Confront alternative versions
Take the roles of…
Reexamine the argument and evidence
Conduct research
Consider new information

13. R Revise or Refine Drafting and editing sessions Peer critiques
Rehearsals
Peer response groups
Practice sessions
Self-assessment

14. R Reflect Reflective journals and think logs Regular self-assessments
Metacognitive prompts
Think-alouds
I-Search papers

15. E
Build in opportunities for ongoing evaluation, including opportunities for students to self-evaluate and set goals
What do you really understand about…?
What worked/didn’t work?
What will you do differently next time?
How could you improve?

16. T
Tailoring the design to address student differences in background knowledge and experiences, skill levels, interests, talents, and learning styles
Consider how lessons, activities, resources, and assessments may be personalized without changing goals
Appropriate differentiation of content, process and product

17. T
Content
At the beginning of the unit, assess prior knowledge and skills, and develop differentiated activities to accommodate different knowledge and skill levels
Provide students with open-ended questions, activities, and assessments
Appeal to various modalities
Use a variety of resource materials

18. T
Process
Accommodate students with different learning styles by providing opportunities for them to work alone and in groups
Encourage students to develop their own research questions for in-depth exploration of a key idea or question

19. T
Product
Allow students choices of products (e.g., visual, written, oral) for activities and assignments
Provide students with options for demonstrating understanding through various products and performances without compromising the goals or standards

20. Applying Differentiation McTighe and Tomlinson
Stage 1 – Desired Results
Established Goals, Understandings and Essential Questions – Should not be differentiated
Knowledge and Skill – May be differentiated
Stage 2 – Assessment Evidence
May be differentiated
Stage 3 – Learning Plan
Should be differentiated

21. Basic Approaches to Responsive Teaching
Find ways to get to know students more intentionally and regularly
Incorporate small-group teaching into daily or weekly teaching routines
Learn to teach to the high end
Offer more ways to explore and express learning
Teach in multiple ways

22. Cont.
Regularly use informal assessments to monitor student understanding
Use basic reading strategies throughout the curriculum
Allow working alone or with peers
Use clear rubrics that coach for quality
Cultivate a taste for diversity

23. Backward Design and Differentiated Instruction Teachers
Identify desired learning results for the subject and topics they teach.
Determine acceptable evidence of student learning.
Plan learning experiences and instruction based on the first two principles.
Regard learner differences as inevitable, important, and valuable in teaching and learning.

24. Cont.
Address learners’ affective needs as a means of supporting student success.
Periodically review and articulate clear learning goals as a result of each segment of learning.
Use systematic pre-assessment and on-going assessment aligned with goals to make instructional decisions and adaptations.

25. O
Organize learning activities to enable students to achieve the desired results
Think of the unit as an unfolding story
Begin with a hook and teach on an as-needed basis
Ensure that there are ongoing cycles of model, practice, feedback, and adjustment built into the unit
Focus on transferable Big Ideas

26. End of the Unit
Include strategies for helping students determine how well they have achieved their goals.
Assess progress on each learning goal
Articulate what they have learned about the content and about themselves as learners

27. The End or Just the Beginning?
“UbD and DI provide structures, tools, and guidance for developing curriculum and instruction based on our current best understandings of teaching and learning.”