Session 3 day 1

Curriculum and
Instruction
Christianne Cowie de Arroyo
November 16th and 17th

Te ach er Tra in ing In st it u te

viernes, 16 de noviembre de 12

What did we discuss?

Are there any pressing issues/ questions/ ideas
that arose during the week?

Is there anything that needs to be clarified so far?

Did you use any of the strategies we learned or
applied any of the knowledge we discussed last week
at school in any way?

How did you do with the UdB unit?


What will be our agenda
for this week?
Date Content
✤What did we discuss?
✤Oral Presentations: Brunner, Gardner, Johnson & Johnson, Carol Ann
Tomlinson
✤What do we mean by Backwards Design? and How do we integrate
differentiated instruction and Backwards design?
★ The Backward design model (review our work so far)
★ How can we integrate UdB and differentiated instruction?
★Step two: Determine acceptable evidence
November ★ Differentiated assessment
16th and 17th ★G.R.A.S.P.S.
★ Step three: Plan learning experiences and instruction:
★ Where to
✤How do we plan our lessons?
★ The Big 4
★Linking our work so far with the Big 4
★Feedback
★Using the G.A.N.A.G. scheme to plan lessons
★Strategies that work
Ef f
Cla e c t i
v
s t r s s ro o e
a te m
gy


What are our course Cou
rs e
S
p ag y l l a b

objectives?
e 1 us

Understand the basic principles of several different schools of
thought and how they have influenced education.

Plan and develop an academic unit using a variety of
instructional models among them Backwards Design.

Apply knowledge of Bloom´s taxonomy, Gardner´s multiple
intelligences, Maslow´s Hierarchy and differentiated
instruction to prepare lesson plans.

Use research skills in order to complement the class readings
and offer oral presentations.

Describe the characteristics and steps involved in implementing
a variety of instructional models.

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Oral presentations:
Brunner, Gardner


UdB... The Backwards
design model
of yo ur
‘To be gin w ith th e en d in mi nd me an s to st art w ith a cle ar un de rs ta nding
ta nd
de st in at ion . It me an s to kn ow wh ere yo u’re go ing so th at yo u be tter un de rs
e right direc tio n.’
wh ere yo u are no w so th at th e step s yo u ta ke are al ways in th Ste ven R. Covey


The backwards design
Model
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Let´s continue working
on our units
We were w or k ing on Sta g e 2 - De te rm ine
acc ep ta ble ev iden ce


What is the second step in
Understanding by Design?
Stage 2 : Determine acceptable evidence


Video on stage 2

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acceptable(
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Knowledge that is worth being familiar
with:
Worth being Traditional Quizzes and Tests
familiar with... Paper and pencil
Selected response
Constructed Response
Closed questioning
Important to
know and
do...
Understandings+that+are+enduring:+
Enduring Performance*Tasks*and*Projects*
Understandings
Open*ended*
Complex*
Authen9c*
Open*ended*ques9ons*and**
tasks*that*go*beyond*the**
obvious*and*excite*curiosity*

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Use the G.R.A.S.P acronym to
.S.
plan performance assessment Page
8-9
Goal

Role

Audience

Situation

Product Performance and Purpose

Standard or Criteria for Success

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Differentiated
instruction
One size does not fit all!

st uden ts
A di ff eren tiate d cla ss ro om of fe rs di ff eren t approach es to w hat ed .
lea rn, ho w th ey lea rn it, an d ho w th ey de mon st rate w hat th ey’ve lea rn


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Why differentiate?

When we teach the same thing to all kids at the same
time and the same way…

1/3 already know it,

1/3 get it, and

1/3 never will.

So 2/3 of the kids are wasting their time.

--Scott Willis


What is differentiated
instruction?
WEBSTER “…to make unlike; to develop
specialised differences in…”

TOMLINSON “…shaking up what goes on in
the classroom so that the curriculum is a better
fit for all.”

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Connect, Extend and
Challenge
Think about chapters 3 and 4 of Integrating
differentiated instruction and Udb

Connect Extend Challenge

In which ways the
chapters connect How does it
How does it
with what you challenge what
extend your
already know about you thought or
knowledge?
curriculum and believed?
instruction? Ef f e c t i
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What is differentiation all
about?
creating specialised differences in curricular
experiences
creating multiple options for knowledge
acquisition, sense-making, and product creation
providing different work, not more of the same

building on the characteristics which create
differences
providing what is educationally right for learners


How can we integrate
UdB and differentiated
instruction?
nt s we inc rea se the
Whe n we foc us on the same lea rn ing exp erien ce bu t through dif feren t en try poi
ing s als o en sur ing th at
ch an ces of eve ry stu den t develo pin g the ke y sk ills an d ess en tia l un dersta nd
stu den ts to develo p the
each stu den t is ch allenged in an app rop riate way. Eve n th ough we exp ect all
ach ievemen t, intere st or
same sk ills each one wi ll use the m in a dif feren t way acc ording to the ir level of
pa rticul ar lea rn ing ne eds Ca rol An n Tom lin son


Integrating UdB and
differentiated instruction
1. Identify desired results:
a.  What are the enduring
understandings?
b.  What knowledge, skills
are we going to
develop? What will
they be able to do?. 2. Determine
acceptable evidence:
How do we know if
students have been
able to understand?
3. Learning
Should'NOT'differen0ate' experiences/
teaching
strategies

May$differen+ate$

MC#TIGHE,#J.#&#TOMLINSON,#C.A.,#Integra8ng#
Differen8ated#instruc8on#and#UbD,##2006#
!!!!Has!to!differen-ate!
!


How can we differentiate
assessment and Instruction?

Three ways that you can differentiate assessment
(formative and summative) and instruction is
through:

Change

Challenge

Choice

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Change!

What students How students
The end result
learn learn

Content Process product

•  Complexity •  Direct instruction •  Entry points
•  Environment •  Collaborative learning •  Ways of expression
•  Resources •  Inquiry •  Accountability

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Source: Fogarty, R & Pete, B. 2005
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CHALLENGE
For advanced – challenge them (tension=celebrate effort & achievement)

for developing learners – clear choices in terms of entry points, decide
how, define learning standard

Use tiered instruction (we will talk about it when we
discuss Bloom´s taxonomy)

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CHOICE
Opportunity to select the ‘what’ and ‘how’

Choices within structure about how to demonstrate learning –
eg. MI - Raft - Scaffolding

Voice in the process = ownership & engagement

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Author Rick Wormeli suggests
placing the menu options in a
restaurant menu style that
could include appetisers, a main
dish, side dishes, and even
desserts. He suggests this
following format.

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C l a s s ro y
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Tic Tac Toe
Tic-Tac-Toe choice boards give students the opportunity to participate in multiple tasks
that allow them to practice skills they’ve learned in class or to demonstrate and extend their
understanding of concepts. From the board, students either choose or are assigned three
adjacent or diagonal tasks to complete. Choice boards address student readiness, interest,
or learning preferences. They are easily adapted to a subject area.
Steps:
1. Identify the outcomes and instructional focus of a unit of study.
2. Use assessment data and student profiles to determine student readiness, learning
styles, or interests.
3. Design nine different tasks.
4. Arrange the tasks on a choice board.
5. Select one required task for all students. Place it in the centre of the board.
6. Students complete three tasks, one of which must be the task in the middle square.
The three tasks should complete a Tic-Tac-Toe row.


Tic Tac - Toe
Rick Wormelly offers the
following Tic Tac-Toe
board based on Gardner’s
(1991) multiple
intelligences.


Aim for a balanced system
Include:

Traditional assessments (tests, quizzes )

Portfolio assessments (collections of student work)

Performance assessments (demonstration of what students know and are
able to do)

Step%2%
Determine(
acceptable(
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How can we apply this
to our own work?


11


Using the six facets of understanding
to assess student understanding
Look at the example on performance tasks based on the six
facets of understanding

Go back to your unit and think about one possible
summative assessment task you could add to the unit. If
you wish you could use the G.R.A.S.P.S model to guide
your thinking.

Think about the way in which you will differentiate
assessment. Maybe add a Tic - Tac - Toe or menú?

Add some formative assessment tasks as other evidence

Step%2%
Determine(
Page acceptable(
6 - 11 evidence(


In which ways differentiated
assessment impacts
differentiated instruction?


Questions to evaluate
performance assessment tasks ?
Does the task truly match the outcome(s) you're trying to measure?

Does the task require the students to use critical thinking skills?

Is the task a worthwhile use of instructional time?

Does the assessment use engaging tasks from the "real world?"

Can the task be used to measure several outcomes at once?

Are the tasks fair and free from bias?

Will the task be credible?

Is the task feasible?

Step%2%
Is the task clearly defined? Determine(
acceptable(
evidence(


Session 3 day 1

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