Integrating Differentiated Instruction Understanding by Design

1. Integrating Differentiated Instruction & Understanding by Design Chapters 1, 2, 3 & 4

2. Understanding by Design UbD is the model utilized by teachers to gain a better understanding of what needs to be assessed and taught during a unit. It models the curriculum in a way that directs the need of helping students to achieve (Tomlinson & McTighe, 2006).

3. Differentiated Instruction DI �focuses on whom we teach, where we teach, and how we teach� (Tomlinson & McTighe, 2006). DI models affective teaching strategies that fit the individual needs of each student based upon ability level. Differentitated instruction permits all students to access the same classroom curriculum by providing entry points, learning task and outcomes that are tailored to students� needs (Hall, Strangman, & Meyer, 2003). It is an instructional approach, not any single strategy.

4. How do they fit together? To create an optimal learning environment. To meet students at their own levels of learning. In tandem, UbD and DI provides structures, toolds and guidance for developing curriculum and instruction based on our current best understandings of teaching and learning.

5. What Really Matter in Teaching? Responsive or differentiated teaching means a teacher is as attuned to students� varied learning needs as to the requirements of a thoughtful and well-articulated curriculum. A teacher who makes consistent efforts to pique a student�s curiosity, discover students� particular and shared interests, and show students how important ideas and skills connect to their interests is likely to find students who are far more eager and willing to learn than they would be if they found content and skill to be remote from their interests.

6. Why it matters Attending to teacher-student relationships contributes to student energy for learning. Attending to the learning environment builds a context for learning. Attending to students� backgrounds and needs builds bridges that connect learners and important content. Attending to student readiness allows for academic growth. Attending to student interest enlists student motivation. Attending to student learning profiles enables efficiency of learning.

7. Basic Approaches to Responsive Teaching Find ways to get to know students more intentionally and regularly. Incorporate small-group teaching into daily or weekly routines. Learn to teach to the high end. Offer more ways to explore and express learning. Regularly use informal assessments to monitor student understanding. Teach in multiple ways. Use basic reading strategies throughout the curriculum. Allow working alone or with peers. Use clear rubrics that coach for quality. Cultivate a taste for diversity.

8. Backward Planning Stage 1: Identify desired results What should students know, understand, and be able to do? What content is worthy of understanding? What �enduring� understandings are desired? What essential questions will be explored?

9. Backward Planning Cont. Stage 2: Determine acceptable evidence How will we know whether studetns have achieved the desired results? What will we accept as evidence of student understanding? Stage 3: Plan learning experiences and instruction What enabling knowledge and skills will students need to perform effectively and achieve desired results? What activities, sequence, and resources are best suited to accomplish our goals?

10. How to Use Backward Design Use national, state, or provincial content standards as a starting point. �Unpack� the nouns and verbs in the standards to point to the �big ideas� Use the template as a tool for developing a coherent, purposeful, and efficient design for learning.