2. Backward Design Model – Stage 2
1. Identify desired results
2. Determine acceptable
evidence
3. Plan learning experiences
and instruction
3. Backward Design Model – Stage 2
BIG IDEA: Differentiated Instruction
ENDURING UNDERSTANDING:
Every student should have the opportunity
and be supported in order to attain deep
understanding of the core (big) ideas of
learning.
4. Enduring Understandings are for
ALL Students
Differentiation is in how students learn, not in
what they learn.
This is the art of teaching: our ability to hold
expectations constant, but to pitch our instruction,
based on evidence, to the right degree of
challenge and the right amount and kind of
support for each individual.
Hume, Start Where They Are, 2000
5. Curricular Priorities and Assessment Methods
Worth being Worth Being Familiar With
• Different conditions requiring dietary
familiar with restrictions, such as high blood
pressure, diabetes, and stomach ulcers
Important to
know and do Important to know and do
• Canada’s Food Guide recommendations
• Nutritional information on food labels
and how to interpret them
Big Ideas and
Core Tasks
Big Ideas
• Balanced diet
Understandings
• “You are what you eat.” Your diet affects
your health, appearance, and
performance.
6. Backward Design Model – Stage 2
ESSENTIAL QUESTIONS:
1. What does a learning plan for understanding
look like? (UbD)
2. How do we ensure that our instructional
activities are both engaging and effective?
3. What are the characteristics of ‘best design’?
4. How do we make it more likely that everyone
might achieve understanding? (DI)
7. Learning Intentions for Today
1. Review the attributes of learning designs that are
engaging and effective
2. Develop an understanding of the WHERETO
elements in instructional planning
3. Review the key principles of Differentiated
Instruction
4. Learn practical ideas for differentiating learning
in terms of content, process and product
8. The Best Learning Designs are
Engaging
Group A Questions
1. When are students most fully engaged in
and out of school?
2. What makes them so engaged, and
keeps them so engaged?
9. The Best Learning Designs are
Effective
By effective, we mean that the learning design
helps learners become more competent and
productive at worthy work. They end up performing
to high standards and surpass the usual
expectations. They develop greater skill and
understanding, greater intellectual power and self
reflection, as they reach identified goals.
Wiggins and McTighe p.195
10. The Best Learning Designs are
Effective
Group B Questions
1. When is student learning most effective?
2. Under what conditions are learners most
productive?
3. Under what conditions is the highest-
quality work produced?
11. When is Learning Highly
Engaging and Effective?
• Mixed Groups (A and B)
• What’s in the Engaging Effective
centre?
12. The Characteristics of the
Best Designs
• Clear performance goals
• Hands-on approach
• Focus on interesting and important
ideas, questions, issues, problems
• Real-world application
• Powerful feedback
• Personalized approach
13. The Characteristics of the
Best Designs
• Clear models and modeling
• Focused reflection time
• Variety in methods, groupings, tasks
• Safe environment for risk-taking
• Teacher as facilitator/coach
• “Immersion” experience
• Focus on ‘big picture’
14. A cornerstone of differentiated
instruction is that you have to be
effective first and differentiated
second.
Hume, Start Where They Are, 2000.
15. WHERETO Elements in
Instructional Planning
W – WHERE, WHY and WHAT
H - HOOK
E - EQUIP and ENABLE
R - RETHINK, REFLECT, REVISE
E - EVALUATE
T - TAILOR (content, process, product)
O - ORGANIZE
16. Unit and Lesson Design in a
Differentiated Classroom
• Individual Quiz
• Group Discussion
(Hume, Start Where They Are 2010)
17. Differentiated Instruction (DI) - 4
Key Principles:
1. Activities need to be linked to common
learning outcomes!
2. Activities should take roughly the same
amount of time
3. Activities need to be equally engaging
4. Activities need to be equally respectful
18. Differentiated Instruction
Dos and Don’ts…
• Don’t offer more than two options to begin
DI - you can add more choices when you
know your students better
• Do think in terms of clusters of students
• Do use Multiple Entry Points
Remember: DI is NOT individualized
instruction!
19. Where to Differentiate?
Tomlinson & McTighe (2006) Integrating Differentiated Instruction and Understanding by Design. p. 36 Fig 3.3
20. School Team Task
• In your groups, use the information
provided today to continue work on
your lesson plans.
• Discuss implementation of WHERETO
in your plans.
21. Designs 2010 – Session 5
• Monday April 12
• Westview Elementary School
• Elementary and Secondary together
• Debrief / Conclusion of Series
• Sharing of UbD projects
