Developing a KUD. The Entry Point to Differentiation Waukee Middle School January 11, 2010. Mary Schmidt, Gifted Education [email protected] Heartland AEA270.0405 ext. 14375. “ Stop asking me if we ’ re almost there! We ’ re nomads , for crying out loud! ”.
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Developing a KUD
The Entry Point to Differentiation
Waukee Middle School
January 11, 2010
Mary Schmidt, Gifted Education [email protected]
Heartland AEA270.0405 ext. 14375
“Stop asking me if we’re almost there!We’re nomads, for crying out loud!”
If a teacher isn’t clear about what all students should (know) understand and be able to do when the learning experience ends, he or she lacks the vital organizer around which to develop a powerful lesson.
Facts, names, dates, places, information
Essential truths that give meaning to the topic
Stated as a full sentence
BE ABLE TO DO
Skills (basic skills, skills of the discipline, skills of independence, social skills, skills of production
Verbs or phrases
What K, U, and D stand for
Characteristics of K, U, and D statements
The KUD provides essential clarity about high level outcomes for all students.
Differentiation is best accomplished at the intersection of our knowledge of students and clearly defined learning outcomes.
BE ABLE TO DO
Classify statements as K, U, or D
Create a KUD for a unit
How will starting with the KUD change the way you plan for and deliver instruction in your classroom?