Integrating Differentiated Instruction and Understanding by Design Connecting Content and Kids

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Integrating Differentiated Instruction and
Understanding by DesignConnecting Content and
Kids

• Book by Carol Ann Tomlinson and Jay McTighe (ASCD
  2006)
• Presented by Michelle Dempsey

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Introduce yourself

• Name
• School
• One thing youre good at besides teaching

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What is Differentiation?

• Please answer on your whiteboard.

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Tomlinson says

• Differentiation is matching your instructional
  approach to the needs and interests of every
  student.

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Enduring Understanding

• Understanding by Design and Differentiated
  Instruction are the two halves of the classroom
  puzzle (Tomlinson and McTighe v).
• UbDCurriculum DIInstruction

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In other words

• UbD What we teach DI Whom, where, and how
  we teach (2).

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Essential Questions

• What is Differentiated Instruction?
• How do I integrate Differentiated Instruction and
  Understanding by Design?
• When is it appropriate to differentiate?

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Pre-Assessment

• Please complete the pre-assessment

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But Differentiation is so overwhelming!

• UbD is the perfect framework to think about
  Differentiation.
• I want to give you specific ideas about when and
  how its appropriate to differentiate.

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There are nine attitudes and skills essential for
Differentiated Instruction

• (DI norms for teachers)

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DI Norms for Teachers

• Teachers who differentiate establish clarity
  about curricular essentials.
• They accept responsibility for learner success.
• They develop communities of respect.

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DI Norms, cont.

• They build awareness of what works for each
  student.
• They develop classroom management routines that
  contribute to success.
• They help students become effective partners in
  their own success.

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DI Norms, cont.

• They develop flexible classroom teaching
  routines.
• They expand a repertoire of instructional
  strategies.
• They reflect on individual progress with an eye
  toward curricular goals and personal growth (40).

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Self-Assessment 2

• Rate yourself on the DI Norms for Teachers
• I do this all the time
• Im okay at this
• - I need to work on this

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Differentiation Pitfall

• An English teacher had students create props for
  Romeo and Juliet for their final. Some created
  backdrops, some sewed costumes, some constructed
  the globe theater, and some made a soundtrack.
• This project definitely allowed students to use
  multiple intelligences however, how is this
  differentiation gone wrong?

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When is it appropriate to differentiate?

• Look at the blank UbD template.
• Let's consider when to differentiate within the
  context of the UBD model

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Stage 1 - Desired Results

• Enduring Understandings and Essential Questions
  (U and Q)
• These should NOT be differentiated.

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Stage 2 Assessment Evidence

• Performance Tasks and other evidence (T and OE)
• These MAY be differentiated, BUT you must keep
  the EQs and EUs in mind to avoid the
  aforementioned Romeo and Juliet pitfall.

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Stage 3 Learning Plan

• WHERETO (what, hook, equip, rethink, evaluate,
  tailor, organize)
• These SHOULD be differentiated (36).

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Differentiation Pitfall

• teachers attempt to differentiate instruction
  by giving struggling learners less to do and by
  giving more advanced students more to do ... It
  is not helpful to struggling students to do less
  of what they do not grasp. Nor is it helpful to
  advanced students to do more of what they already
  understood the more or less approach to
  differentiation occurs when we lack clarity about
  essential outcomes and thus a meaningful basis
  from which to differentiate (41).

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There are 11 steps to integrating UbD and DI
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Step 1

• Believe the 9 essential norms of Differentiated
  Instruction
• Refer to Self-Assessment

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Step 2

• Early in the year, pre-assess for learner
  proficiency with precursor knowledge and skills
  (e.g., reading, writing, computation, spelling,
  vocabulary) as well as for interest and learning
  preferences (145).

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Look for patterns among assessment results

• This makes DI seem less overwhelming.

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Step 3

• Determine desired results of a unit (established
  goals, essential understandings, what students
  will know and be able to do, essential
  questions) (145).

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Step 4

• Determine acceptable evidence that students are
  proficient with desired results (including
  performance tasks and other evidence in varied
  formats and modes) (145).

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Step 5

• Develop a learning plan, including direct
  instruction and learning activities, to ensure
  that student develop proficiency with content
  goals (145).

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Step 6

• Pre-assess to determine existing student
  knowledge, understanding, and skill as related
  to the unit (145).

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Step 7

• Differentiate and implement initial learning
  plans in response to pre-assessment evidence to
  address readiness, interest, and learning
  preference needs, including attention to student
  groupings, use of time and materials, variance in
  whole-class and small-group instruction, varied
  task complexity, and so forth (145).

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Step 7 is dense, so lets break it down into four
manageable chunks

• Please fold the green sheet and use it to list
  one or two ideas you can use from each slide.
  Youll use this in a few minutes.
• Select instructional strategies that respond to
  student
• Readiness
• Interest
• Learning profile
• Multiple categories

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Step 7 Instructional Strategies that Respond to
Student READINESS

• Think-alouds
• Varied homework
• Small groups
• Personalized spelling and vocabulary
• Learning contracts
• Materials at various reading levels
• Word walls
• Guided peer critiques (110).
• Frequent self-assessments
• In order to plan for readiness, you must
  pre-assess

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Step 7 Instructional Strategies that Respond to
Student INTEREST

• Interest groups (literature circles)
• Expert groups
• WebQuests
• Independent studies
• I-search
• Personalized criteria for success (100)
• Make it an argument or debate (Gerald Graff)
• Survey for student interest at the beginning of
  the year

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Step 7 Instructional Strategies that Respond to
Student LEARNING PROFILE

• Visual organizers
• Icons
• Varied work options (alone or with a partner,
  etc.)
• Opportunities for movement
• Varying modes of teacher presentation (100)
• Four corners debates
• True Colors, Learning Styles Inventory
• http//www.internet4classrooms.com/di.htm

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Step 7 Instructional Strategies that Respond to
MULTIPLE CATEGORIES

• RAFTs (Role, Audience, Format, Topic)
  http//www.greece.k12.ny.us/instruction/ELA/6-12/R
  eading/Reading20Strategies/RAFT.htm
• Graphic organizers (100)
• Letters to the teacher
• Post-Its are your friend
• Help students indicate where they got confused in
  a reading
• Blooms wheel, students read and write a question
  on the Post-It

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Brainstorm alone or with a partner

• On your green sheet, add ideas you can use to
  respond to student readiness, interest, learning
  profile, or multiple categories.

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Step 8

• Use formative or ongoing assessment, including
  performance tasks and student reflection, to
  gather evidence about student progress and needs
  (145).

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Step 8 Formative assessment idea

• One quick formative assessment idea is to use
  exit cards. Near the end of class, I hand out
  an index card to each student. I might ask them
  two questions
• 1. Whats the most important aspect of
  ___________.
• 2. Whats one thing you still dont
  understand?
• I tailor the next days instruction according to
  student responses.

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Step 9

• Continue to differentiate initial learning plan
  as needed based on formative assessment data
  (145).

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Step 10

• Implement summative assessment plans with
  appropriate options to determine student
  knowledge, understanding, and skill (145).

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Step 11

• Report to students and parents regarding
  product, process, and progress (145).

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Summative Self-Assessment

• Go back to the pre-assessment handout.
• Put a star on the number that indicates your
  understanding of the essential questions now.

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Closing Thoughts

• Its a very different teacher who accepts the
  reality that if a student has not yet learned a
  thing of importance, the teacher has not yet
  taught it well enough. If a student is not
  growingeven if he or she is making Asthe
  teacher is not teaching that student (44).
• Five minute write

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Integrate DI into your UbD unit

• Now look at your UbD unit.
• As you focus on Stage 3, jot down ideas about
  when, how, and what to differentiate.

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Additional Resources

• Instructional Strategies
• http//olc.spsd.sk.ca/DE/PD/instr/instrsk.html
• University of Virginia, Curry School of Education
  Reading Quest
• http//curry.edschool.virginia.edu/go/readquest/st
  rat
• English Companion Web Site (Jim Burke)
• http//www.englishcompanion.com
• Greece, NY Central School District
• http//www.greece.k12.ny.us/instruction/ela/6-12/t
  ools/index.htm
• TONS of Differentiated Instruction Resources
• http//www.internet4classrooms.com/di.htm