Not in folder Strips (facilitators cut) Folder Steps in Creating schematic Our lesson

1. Not in folder • Strips (facilitators cut) • Folder • Steps in Creating schematic • Our lesson • KUD Packet: KUD Quiz, KUD presentation, KUD template, Strickland concept map (modified), completed KUD template & KUD examples, KUD look for • Pre-assessment packet: Sample texting pre-assessment, Pre-assessment activity (answer key!), Pre-assessment article, Pre-assessment planner • Homework packet: Assignment description, blank lesson templates (optional)

2. Planning a Differentiated Lesson:Goals (KUDs) & Pre-Assessments Winnetka 36 Early Release Oct. 7, 2011

3. Today’s Goals • Create KUDs for a lesson • Design a pre-assessment for student readiness that is aligned with those goals

4. Today’s Goals • Know • Terms: KUDs, pre-assessment • Characteristics of quality KUDs and pre-assessments • Understandthat • Differentiated lessons are proactively planned from clear learning goals (KUDs) and pre-assessment evidence. • Do • Create KUDs for a lesson • Design a pre-assessment for student readiness that is aligned with those KUDs.

5. Icebreaker? • [Facilitators—if you want to do something quick, insert here]

6. Work with a partner to match the descriptions of the text-messaging lesson Planning Process with the steps on the schematic.

7. Misconception Alert! • “I differentiate by having kids work on the same task but in readiness-based groups.” • Teachers can differentiate content, process, and product (but not “the kids”). • Grouping is a mechanism for differentiation—but isn’t differentiation in and of itself. • All groupings in any lesson—including decision to keep kids in whole-group or have them self-select—should be informed and intentional.

8. Teachers can differentiate Process (how students take in and make sense of the content) Product (how students show what they have learned/are learning) Content (the “stuff” students grapple with in order to reach learning goals) according to students’ Interest (passions, affinities, kinships, intrigues that motivate learning) Readiness (relative standing to the learning goals) Learning Profile (learning styles, intelligence & modality preferences, cultural background) using a variety of structures & strategies, such as... RAFTs…Graphic Organizers…Scaffolding Reading…Cubing/Think Dots…Tic-Tac-Toe…Learning Contracts/Menus….Tiering… Learning/Interest Centers & Stations… Independent Studies…Intelligence Preferences...Jigsaw....Orbitals...Complex Instruction…4MAT…WebQuests & Web Inquiry…ETC.

9. Misconception Alert! • “I differentiate by assigning open-ended tasks.” • Students may respond in different ways to high-quality open-ended tasks but open-endedness is not synonymous with differentiation. • “Write about a time you were scared.”

10. What in our text-messaging lesson was differentiated? • The Games • The process differentiated for student readiness • The Poll Everywhere and Wiffiti tasks were not differentiated per se…but they were good tasks, and we made intentional decisions about how and whether to group you for them, based on the general patterns from the pre-assessment results.

11. Today’s Focus

12. KUDs: The Destination of Differentiation

13. K-U-D Quiz!

14. A good plan is like a road map: it shows the final destination and the best way to get there. H. Stanley Judd

15. K-U-Ds: The Destination • There are three types of learning goalsin high-quality lesson and unit plans: • What students should KNOW, UNDERSTAND, and Be able to DO

16. Know Goals               • Dates  • Places • Facts • Vocabulary •  Definitions Adapted from Carol Tomlinson, 2011 “Teaching facts in isolation is like trying to pump water uphill.”                                 -Carol Tomlinson

17. Know Examples • There are 50 states in the US  • Thomas Jefferson  • 1492  • Names & descriptions of the body systems  • The multiplication tables  • Names & examples of the food groups  Carol Tomlinson, 2011

18. Understanding Goals • Essential truths that give meaning to the topic • Begins with “I want students to understand that ... --(not How, Why or What) • Stated as a full sentence • Purposeful, Abstract • Have transfer power • Allow students to investigate content through a variety of modes or on a variety of levels                                         • Key ideas that have enduring value beyond the classroom • Require "uncoverage" rather than "coverage" Adapted from Jay McTigue and Grant Wiggings, 1998

19. Understanding Examples • Multiplication is another way to do addition • People migrate to meet basic needs • Voice reflects the author • All cultures contain the same elements • Accurate observations and evidence are necessary to draw realistic and plausible conclusions • Exploration and colonization results in the redistribution of population Adapted from Carol Tomlinson, 2011

20. Questions to ask when writing Understandings Facilitators—You might want to talk through a few of these using “text-messaging” and some other subject-specific topics (e.g., Revolutionary War, telling time, cells, poetry) as examples. • What makes the study of ______ universal?   •Why study _____?  So what? • If the unit on _____ is a story, what is the moral of the  story?  • What’s the Big Idea implied in the skill or process of __?  • What larger concept, issue, or problem underlies ___?  • What couldn’t we do if we didn’t understand _____?  • What is a real-world insight about _____?  • What is the value of studying ____? • How is _____ used and applied in the larger world? Wiggins & McTighe, 1998 

21. Be Able to Do (Skill) Goals • Start with a verb Not the whole activity  • Thinking skills, skills of interdependence, social skills, skills of production, habits of mind • Final outcome, not a classroom activity (“interpret text messages” NOT “play games”) Adapted from Carol Tomlinson, 2011

22. Do Examples • Analyze primary source documents • Solve a problem to find perimeter  • Write a well-supported argument  • Evaluate work according to specific criteria  • Contribute to the success of a group or team  • Use graphics to represent data appropriately • Justify a position on an issue of social importance. Carol Tomlinson, 2011

23. Misconception Alert! • If you find it difficult to distinguish between the “KNOW” and the “UNDERSTAND” it is likely because, as written, the lesson is pitched too low, lacks an essential truth, and/or is focused only on facts and skills. • KNOW: Columbus came to the New World in 1492. • UNDERSTAND: When faced with conflict, individuals and groups either adapt or migrate to seek better conditions. • Catherine Brighton

24. Our Text-Messaging Lesson Goals • Know: • Terms: texting, text message, “text-speak”/”text-ese” • Tools: Poll Everywhere, Wiffiti • Characteristics of effective text messages • Understand that: • Effective text messages balance efficiency with clarity. • Clarity and efficiency in text-messaging is situation-dependent. • Do (Skills): • Send, receive, and interpret text messages

25. Back to the Quiz… Based on what you just learned, what answers would you change?

26. Turn ‘N’ Talk! • Why do you think it’s VITAL to have all three kinds of Learning Goals (KUDs)?

27. KUDs Matter! They… • Create clarity for the kids (and the teacher) • Allow alignment of goals, assessments, teaching and learning tasks • Incorporate standards AND make meaning for students • Grant every student access to meaningful ideas (via Understanding goals) • Tell what strugglers should invest in • Give a platform for extending for advanced students • FORM THE BASIS FOR DIFFERENTIATION!!! Adapted from Carol Tomlinson, 2011

28. If KUDs (targets) are clear,  assessment and differentiation are easier! Adapted from Carol Tomlinson, 2011

29. ALL lesson planning should include answers to this question… What do you want students to  Know          Understand                  and Be Able to Do as a result of your lesson, activity,  and/or unit?

30. Differentiation is different paths to the same worthwhile destination LEARNING GOALS (KUDs) J. Hockett, based on ideas in Tomlinson (1999) and Wiggins & McTighe (1998)

31. KUDs: Try It! • Use the template to come up with KUDs for a lesson or unit that you’ll be teaching within the next six weeks. (See also the KUD examples for different subject areas!) • Refer to the KUD Concept Map for reminders. • When you’re finished, use the KUD Look-Fors to self-evaluate your KUD. • Next, use the other side of the KUD Look-Forsto provide a peer with feedback on his/her KUD. • Make revisions as appropriate.

32. Pre-Assessment: What Is It? • Create a metaphor • Pre-assessment is like… • Or an analogy: • Pre-assessment is to a unit/lesson as ___________ is to __________.

33. Pre-assessment = Are we even in Chicago yet? Who’s already en route to San Francisco? Differentiation is different paths to the same worthwhile destination LEARNING GOALS (KUDs) J. Hockett, based on ideas in Tomlinson (1999) and Wiggins & McTighe (1998)

34. Our Text-Messaging Pre-Assessment: What were we pre-assessing?? • Refer to the lesson goals. • Where were we pre-assessing the KNOW goals? The UNDERSTANDING goals? The DO goals? • What else do you see being pre-assessed?

35. Useful pre-assessments for student readiness… • Are aligned with lesson or unit goals (KUDs) • Gauge student understanding, in addition to knowledge and skill • Account for other student characteristics that might influence readiness • Seek information about what students CAN do (versus what they can’t) • Give students different and multiple ways to show what they know How does the text-messaging pre-assessment measure up?

36. Example Pre-Assessment PromptsActivity • Complete the activity with 1-2 other people. • Check your work with the answer key. • Facilitators will circle to address questions.

37. Pre-Assessment Planner • Use the template to come up with ideas for a pre-assessment. • If you finish, trade and “take” someone else’s pre-assessment. • Give them feedback on their design.

38. Homework for Dec. 5th • Finish designing your pre-assessment • Give it to your students. • Analyze the results • Design and deliver a responsive lesson or lessons based on the results. (Optional planning templates are provided!) • Reflect on how it went. • Come on December 5th with representative copies of the pre-assessment results. Be ready to discuss: • what you discovered through the pre-assessment • what you did about it • whether what you did “worked” (and how you know)