1. Symbol Cards Accountable Talk Jig Saw Accountable Talk: Text Based discussion Creating our virtual classroom Stage 1 – Setting the stage for Learning –Goals, standards, big ideas, essential questions –Knowledge and Skills: What we want students to know and be able to do Tiered Lesson –Tiering a Lesson-Creating a lesson for our virtual students CL- Creating a lesson for our virtual students Agenda April 6, 2013

2. The marriage between Understanding by Design and Differentiated Instruction

3. How does Backwards Design support the planning for instruction? DETERMINE YOUR TARGET USING Common Core standards, GLEs/GSEs and/or, CONTENT STANDARDS,

4. Stage 1-Desired Results Do not DI! The goals, Common Core standards, content standards or GLE/GSE. UnderstandingsEssential Questions Students will know Students will be able to do

5. PS2 (5-6) – 7 Students demonstrate an understanding of heat energy by… 7a identifying real world applications where heat energy is transferred and showing the direction that the heat energy flows.

6. PS 2-Energy is necessary for change to occur in matter. Energy can be stored, transferred, and transformed, but cannot be destroyed.

8. Art One gains insight into a culture by studying its art forms. Foreign Language Studying other languages and cultures offers insights into our own. ELA Authors use a variety of devices to hook and hold a reader’s attention. Math Algebra is the language through which much of mathematics is communicated.

9. What are some common characteristics?

10. Characteristics of an Enduring Understanding Involve the big ideas that give meaning and importance to facts Can transfer to other topics, fields, and life Are usually not obvious or concrete Justify the use of teaching a skill Are deliberately framed as generalizations Improving Teaching and Learning 2002

11. Stage1 PS2 (5-6) – 7 Students demonstrate an understanding of heat energy by… 7a identifying real world applications where heat energy is transferred and showing the direction that the heat energy flows. Understanding PS 2-Energy is necessary for change to occur in matter. Energy can be stored, transferred, and transformed, but cannot be destroyed. Essential Questions Students will know Students will be able to do

12. How does Backwards Design support the planning for instruction?

13. Focus learning -Probe our understanding They focus us on the important. -Help to develop our critical thinking

14. -Can everything be quantified? -Where do artists get their ideas? -How should we balance the rights of individuals with the common good? -Can fiction reveal “truth”? -What if we didn’t have punctuation marks?

15. What makes these essential questions “good”?

16. How does Backwards Design support the planning for instruction? Have no simple, right answer Raise other important questions, often cross subject boundaries Often address philosophical or conceptual foundations of a discipline

17. Stage1 PS2 (5-6) – 7 Students demonstrate an understanding of heat energy by… 7a identifying real world applications where heat energy is transferred and showing the direction that the heat energy flows. Understanding PS 2-Energy is necessary for change to occur in matter. Energy can be stored, transferred, and transformed, but cannot be destroyed. Essential Questions -Where does energy come from? -Where does heat go when the air cools down? Students will know Students will be able to do

18. Learning Goals What do we want students to know (knowledge)? THINK NOUNS VOCABULARY CONCEPTS BASICS What do we want students to be able to do (skills)? THINK VERBS HOW WILL THEY SHOW US WHAT THEY KNOW (BLOOM’S TAXONOMY & 6-FACETS OF UNDERSTANDING)

19. DI IN ACTION math MATH Math-A Science An example of Tiering with Peer Assessment.

20. EQUALIZER 1. Foundational Transformational 2. Concrete Abstract 3. Simple Complex 4. Single facet Multiple facets 5. Small leap Great leap 6. Structured Open 7. Dependent Independence 8. Slow Quick

21. THINKING ABOUT THE EQUALIZER Use the equalizer to help you think about tiered lessons and how the descriptors might help you move a student from simple to complex resources, research, issues, problems, skills or goals. Plan one activity and plot its characteristics on the equalizer Determine areas you can move the activity to more or less difficult on the equalizer

22. 1.All students learn the same concept or skill. 2.They may approach it through different complexities, challenge, or methods. 3.The tiers should be engaging, interesting and RESPECTFUL. TWO TO THREE TIERS ARE SUFFICIENT! What is a tier?

23. By Readiness Challenge Complexity Resources Outcome By Interests Product consider both interests and multiple intelligences By Learning Style Process consider multiple intelligences and how students may gather information or knowledge Adapted from Instruction Matters, Volume 1, Issue 2, Sept. ’02. 3 Ways to Structure Tiered Activities

24. PLANNING GUIDELINES DOES A STUDENT NEED MORE TIME TO WORK ON A SKILL AND ARE SOME ADVANCED? –TIER BY CHALLENGE OR COMPLEXITY IS THERE AN ACTIVITY IN WHICH RESOURCES MIGHT BE VARIED TO MEET STUDENT NEEDS? –TIER BY RESOURCES IS THERE AN ACTIVITY IN WHICH THE SAME MATERIALS SHOULD BE USED TO WORK ON BASIC AND ADVANCED OUTCOMES –TIER BY OUTCOME IS THERE AN ACTIVITY IN WHICH STUDENTS COULD BENEFIT FROM WORKING ON THE SAME OUTCOME BUT DOING DIFFERENT KINDS OF WORK? –TIER BY PROCESS

25. 1. Decide how you want to tier: –Readiness –Interests –Learning Style 2. Pre-assess. 3. Develop the lesson or activity to teach a concept or skill. 4. Adjust the activity for various learners. So…

26. Tiered Lesson Using the three profiles developed and referring back to pages 73-75, create a model tiered lesson with your group that will address the needs of your students. By Readiness –Challenge –Complexity –Resources –Outcome By Interests –Product consider both interests and multiple intelligences By Learning Style –Process consider multiple intelligences and how students may gather information or knowledge Adapted from Instruction Matters, Volume 1, Issue 2, Sept. ’02.

27. 1. Positive Interdependence – Roles and tasks designed so that members of the group sink or swim together; one member cannot succeed or fail at the expense of others. 2. Face to Face Interaction – This exists when students assist and support one another’s efforts to learn. This occurs as students actively teach one another to solve problems and understand concepts. 3. Individual Accountability – This prevents a member from getting a free ride on the work of others and prevents low quality of work being accepted from an individual by peers in the group. free ride 4. Social Skills – Groups improve as members learn to contribute positively, acquire trust and manage conflict. These skills are not innate; they must be learned by the teacher and taught to the students. Cooperative Learning-5 Basic Elements

28. 5. Group Processing –Processing is essential to insure understanding. Talented students often have learned to do this effectively on their own; average students can be taught to be more effective. If questions such as, “What was the central underlying concept of today’s class?” or, “What is the step-by-step procedure through which we applied this concept to arrive at a successful solution?” are reviewed by the group as well as the aspects of how restating the concept or altering the process.Processinginsure This is the reflection at the end of the activity-the cementing of understanding of both the process and the skill/concept. Cooperative Learning-5 Basic Elements

29. Group Work Pick a topic/CCS Big Idea Essential ? Using the Question Toolkit