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Developing a KUD. The Entry Point to Differentiation Waukee Middle School January 11, 2010. Mary Schmidt, Gifted Education Consultant [email protected] Heartland AEA 270.0405 ext. 14375. “ Stop asking me if we ’ re almost there! We ’ re nomads , for crying out loud! ”.

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Developing a kud

Developing a KUD

The Entry Point to Differentiation

Waukee Middle School

January 11, 2010

Mary Schmidt, Gifted Education Consultant [email protected]

Heartland AEA 270.0405 ext. 14375


Stop asking me if we’re almost there!We’re nomads, for crying out loud!”


Clarity about curriculum
CLARITY ABOUT CURRICULUM

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.

--Tomlinson, 1999


KNOW

Facts, names, dates, places, information

UNDERSTAND

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


KNOW

What K, U, and D stand for

Characteristics of K, U, and D statements

UNDERSTAND

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


Unpacking the kud
Unpacking the KUD

  • What K, U, and D stand for

  • Characteristics of K, U, and D statements


Kud sort
KUD Sort

  • Categorize the statements in your envelope as

    Know

    Understand

    Do

  • Check your answers


Developing statements of understanding
Developing Statements of Understanding

  • Consider interdisciplinary connections

  • Opportunities for multiple exposures

    • Within a discipline

    • Across disciplines

    • To connect disciplines


Developing statements of understanding1
Developing Statements of Understanding

  • Start with one-word concepts

    • Conflict

    • Loyalty

    • Relationships

  • Combine concepts to make broad true statements (generalizations)

    • Divided loyalties create conflict.

    • Conflict can damage or strengthen relationships.


Developing statements of understanding2
Developing Statements of Understanding

  • Start with one-word concepts

    • Structure

    • Patterns

    • Order

  • Combine concepts to make true statements (generalizations)

    • Patterns create structure.

    • Order occurs as a result of a variety of structures.

    • The order experienced depends on the application of available structures.


Work with your team
Work with Your Team

  • Identify an Understand you will all work toward.

  • By content area identify the units/lessons/topics that would help develop that understanding.

  • Complete the chart.


Individually
Individually

  • Select a unit/lesson/topic from your column on the chart.

  • Develop the Know and Do that are specific to that unit/lesson/topic and will move your students toward the Understand.

  • Develop additional Understands as needed. These might be content-specific.

  • Look at the examples in the packet.


TTYN

How will starting with the KUD change the way you plan for and deliver instruction in your classroom?


The tip of the iceberg
The Tip of the Iceberg

  • Roadmap for a unit

  • Start small

  • Study Differentiation in Practice 5-9

  • Novice to expert requires practice

  • KUD is essential to quality differentiation

  • Makes pre- and formative assessment more focused


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