March 15

Curriculum and Instruction Christianne Cowie de Arroyo March 15th and 16th

Te ach er Tra in ing In st it u te

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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?

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What will be our agenda for this week?

Date

Content ✤What did we discuss? ✤Oral Presentations: Maslow and Jane E Pollock ✤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)

March 15th and 16th

★ How can we integrate UdB and differentiated instruction? ★Step two: Determine acceptable evidence ★ Differentiated assessment ★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

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Ef f Cla e c t i v s t r s s ro o e a te m gy

What are our course objectives?

Cou

rs e S p ag y l l a b 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. ve Ef f e c t i om C l a s s ro y s t r a te g domingo, 17 de marzo de 13

ve Ef f e c t i om C l a s s ro y s t r a te g

Oral presentations: Maslow

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UdB... The Backwards design model g of yo ur in nd ta rs de un ar cle a ith w t ar st to s an ‘To be gin w ith th e en d in mi nd me de rs ta nd un er tt be u yo at th so g in go e u’r yo e er de st in at ion . It me an s to kn ow wh th e right direc tio n.’ ey in ys wa al e ar ke ta u yo s ep st e th at th so Ste ven R. Cov wh ere yo u are no w

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Determine% acceptable% evidence%

Step%3%

Iden*fy% desired% results%

Step%2%

Step%1%

The backwards design Model

Plan%learning% experiences% and% instruc*on%

Let´s continue working on our units e bl a pt ce ac e in rm te De 2 ge ta S We were wor k ing on n ee w t be ce en er ff di e th at ed ok lo ev iden ce a n d we fo rm at ive a n d summ at ive

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What is the second step in Understanding by Design?

Stage 2 : Determine acceptable evidence

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What are some examples of formative assessment?

Peer / self assessment or evaluation

Whiteboard feedback

Monitoring oral discussion

Ticket to leave/ exit cards

Written or visual reflections

Hand signals

Questioning / responses

Bell retell

Drafts and evidence of thought processes

Muddiest point

Quizzes/ pre-tests Journals Observations/ anecdotal check-lists Reading reflective journals Debriefing students on their progress

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Chain notes Learning logs Test questions Questions Find the errors

Step%2%

KWL’s, journals recordings, diaries

One-minute essay/ Minute essay

Determine( acceptable( evidence(

Step%2%

Video on stage 2

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Determine( acceptable( evidence(

Worth being familiar with...

Important to know and do...

Traditional Quizzes and Tests Paper and pencil Selected response Constructed Response Closed questioning

Understandings+that+are+enduring:+

Performance*Tasks*and*Projects* Open*ended* Complex* Authen9c* Open*ended*ques9ons*and** tasks*that*go*beyond*the** obvious*and*excite*curiosity*

Step%2%

Enduring Understandings

Knowledge that is worth being familiar with:

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Iden%fy( Determine( desired( acceptable( results( evidence(

What are some examples of summative assessment?

Product tasks: Poster, painting, booklet, report, etc Performance tasks: Drama, oral, powerpoint, role-play, etc.

Process-focused assessment: Exhibition, thinking logs, journals, etc.

Step%2%

Constructed response assessments: Graphic organizers, mind-maps, templates, etc.

Determine( domingo, 17 de marzo de 13

acceptable( evidence(

Brainstorming assessment ideas Explanation Explain to the class how a battery causes a light bulb to glow

Interpretation

•Design an electrical circuit to accomplish a specific task

Interpret a schematic diagram and predict the outcome

•Troubleshoot a faulty electrical

Electricity

•Describe an electron´s experience as it passes through a simple current

Step%2%

Self - Knowledge Give a pre - test and a post test to assess common misconceptions (e.g. force - concept inventory and have students reflect on their deepening understanding

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circuit

Empathy

Perspective Why does the US use AC instead of DC current? (historical perspective) What are the strengths of each type?

Application

Determine( acceptable( evidence(

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

Goal Role Audience Situation Product Performance and Purpose Step%2%

Standard or Criteria for Success

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Determine( acceptable( evidence(

g o L g n i n r a Le n o i t c e Re f l

What aspects should I take into account when planning for assessment?

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Differentiated instruction One size does not fit all! t st uden ts ha w to es ch oa pr ap t en er ff di rs fe of om ro A di ff eren tiate d cla ss rned . lea ’ve ey th t ha w te ra st on m de ey th w ho d lea rn, ho w th ey lea rn it, an

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ve Ef f e c t i om C l a s s ro y s t r a te g

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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

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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.” ve Ef f e c t i om C l a s s ro y s t r a te g

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Connect, Extend and Challenge Think about chapters 3 and 4 of Integrating differentiated instruction and Udb Connect In which ways the chapters connect with what you already know about curriculum and instruction?

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Extend

Challenge

How does it extend your knowledge?

How does it challenge what you thought or believed? ve Ef f e c t i om C l a s s ro y s t r a te g

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

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How can we integrate UdB and differentiated instruction? poi nt s we inc rea se the try en t en fer dif h oug thr t bu ce en eri exp Whe n we foc us on the same lea rn ing nding s als o en sur ing th at sta der un l tia en ess d an ills sk y ke the g ch an ces of eve ry stu den t develo pin all stu den ts to develo p the ect exp we h oug th n Eve y. wa te ria rop each stu den t is ch allenged in an app of ach ievemen t, intere st or el lev ir the to ing ord acc y wa t en fer dif a same sk ills each one wi ll use the m in pa rticul ar lea rn ing ne eds Ca rol An n Tom lin son

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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 experiences/ teaching strategies

Should'NOT'differen0ate'

May$differen+ate$

MC#TIGHE,#J.#&#TOMLINSON,#C.A.,#Integra8ng# Differen8ated#instruc8on#and#UbD,##2006#

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!!!!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 Step%2%

Choice

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Determine( acceptable( evidence(

How can we differentiate assessment and Instruction?

Change!

How students learn

Content

• Complexity • Environment • Resources

Source: Fogarty, R & Pete, B. 2005

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The end result

Process

• • •

Direct instruction Collaborative learning Inquiry

product

• • •

Entry points Ways of expression Accountability

Step%2%

What students learn

Determine( acceptable( evidence(

How can we differentiate assessment and Instruction?

CHALLENGE For advanced – challenge them (tension=celebrate effort & achievement) for developing learners – clear choices in terms of entry points, decide how, define learning standard

Step%2%

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

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Determine( acceptable( evidence(

How can we differentiate assessment and Instruction?

CHOICE Opportunity to select the ‘what’ and ‘how’ Choices within structure about how to demonstrate learning – eg. MI - Raft - Scaffolding

Step%2%

Voice in the process = ownership & engagement

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Determine( acceptable( evidence(

How can we differentiate assessment and Instruction?

ve Ef f e c t i om C l a s s ro y s t r a te g domingo, 17 de marzo de 13

Step%2%

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.

Determine( acceptable( evidence(

ve Ef f e c t i om C l a s s ro y s t r a te g

Step%2%

How can we differentiate assessment and Instruction?

Rebecca Anijovich

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Determine( acceptable( evidence(

ve Ef f e c t i om C l a s s ro y s t r a te g domingo, 17 de marzo de 13

Step%2%

How can we differentiate assessment and Instruction?

Determine( acceptable( evidence(

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.

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

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ve Ef f e c t i om C l a s s ro y s t r a te g domingo, 17 de marzo de 13

Step%2%

How can we differentiate assessment and Instruction?

Determine( acceptable( evidence(

How can we differentiate assessment and Instruction?

Aim for a balanced system Include: Traditional assessments (tests, quizzes ) Portfolio assessments (collections of student work)

Step%2%

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

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Determine( acceptable( evidence(

How can we apply this to our own work?

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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 could differentiate assessment. Maybe add a Tic - Tac - Toe or menĂş?

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Step%2%

Add some formative assessment tasks as other evidence Determine( acceptable( evidence(

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 clearly defined?

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Step%2%

Is the task feasible?

Determine( acceptable( evidence(

In which ways differentiated assessment impacts differentiated instruction?

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See you tomorrow

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