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Integrating Differentiated Instruction Understanding by Design Connecting Content and Kids Carol Ann Tomlinson and Jay McTighe + Presented by Gregory Holt, PRN 9, April 8, 2009

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Integrating Differentiated Instruction Understanding by Design U B D and DI: An Essential Partnership + Understanding by Design A model that acknowledges the centrality of standards/demonstrate that meaning and understanding can frame content standards so that young people develop powers of mind and accumulate an information base. Differentiated Instruction Create a framework for addressing learner variance as a critical component of instructional planning

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Integrating Differentiated Instruction Understanding by Design Whom we teach Where we teach What we teach How we teach + Quality curriculum should play a central role in meeting the core needs of students for affirmation, affiliation , accomplishment, and autonomy . It is the teacher’s job to make the link between the basic human needs of students and curriculum.

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Integrating Differentiated Instruction Understanding by Design Content + Content standards have exacerbated the overload problem of content in the classroom. Standards have a way of creating an “inch deep/mile wide” curriculum to cover the material. Teach in terms of understanding “big ideas”; asking essential questions. Plan Backwards: Identify desired results Determine acceptable evidence Plan learning experiences and instruction

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+ Should not be differentiated May be differentiated Should be differentiated

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Integrating Differentiated Instruction Understanding by Design Evidence of learning in a diverse classroom Principles of Effective Assessment + Photo versus Snapshot…..Portfolio versus MCAS? Matching the measures with the goals Assessing understanding Knowledge is binary…Understanding is more a matter of degree Assess before teaching Provide feedback early and often

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Integrating Differentiated Instruction Understanding by Design Teaching with U B D in Academically Diverse Classrooms + Instructional Strategies: Teacher Student Direct Instruction ……………………………..Receive, take in, respond Facilitative….......………….……..Construct, examine, extend meaning Coach……....………………………Refine skills, deepen understanding

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Integrating Differentiated Instruction Understanding by Design Teaching for understanding + “ Uncover” the content Use essential questions Let students use the fundamentals before they master them

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Integrating Differentiated Instruction Understanding by Design Grading/Reporting Achievement Grading should communicate high-quality feedback It should support the learning process and encourage learning + Based on clearly specified learning goals Evidence for grades should be valid Should not be arbitrary Should not include all assessments; should include summative Shouldn’t be an average; weigh later assessments heavier Focus on achievement

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Integrating Differentiated Instruction Understanding by Design So, how do we put into practice in an arts organization? Just to bring it a little closer to home! +

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Integrating Differentiated Instruction Understanding by Design + <ul><li>What are the essential questions? </li></ul><ul><li>How is what we’re teaching relevant to the student’s life? </li></ul><ul><li>How do they extend the learning to demonstrate true understanding? </li></ul><ul><li>When do they have the opportunity to explain, interpret, apply, show perspective, display empathy, and self-knowledge of what they have learned? </li></ul>

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Integrating Differentiated Instruction Understanding by Design + Arts, are by nature, differentiated by design. Instruction is often one – on – one with continuous assessment happening every lesson. Arts teachers are very comfortable with differentiation. Are we as comfortable with understanding by design? Do we stress understanding or do we just want the notes (lines, steps) performed correctly?

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Integrating Differentiated Instruction Understanding by Design + And how do we grade/report in the arts in a way that focusing on achievement and is not arbitrary?