Transcript UbD & DI - Vance Holmes

KEY CONCEPTS

Teachers find it increasingly difficult to
ignore the diversity of learners who populate
their classrooms.
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Culture, race, language, economics, gender,
experience, motivation to achieve, disability,
advanced ability, personal interests, learning
preferences, and presence or absence of an
adult support system are just some of the
factors that students bring to school with
them in almost stunning variety.
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Few teachers find their work effective or
satisfying when they simply “serve up” a
curriculum – even an elegant one – to their
students with no regard for their varied
learning needs.
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Differentiated Instruction focuses on whom
we teach, where we teach, and how we teach.
Its primary goal is ensuring that teachers
focus on processes and procedures that
ensure effective learning for varied
individuals (Tomlinson & McTighe, 2006).
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We can create and
implement standards
based, powerful
assessments and
curricula that produce
high quality learning
for all students.”
– Jay McTighe
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“What we share in
common makes us
human. How we differ
makes us individuals.”
– Carol Ann Tomlinson
MULTIPLE
OPTIONS
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UbD
Understanding by
Design is
predominantly a
curriculum design
model
Who? Where?
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DI
Differentiated
Instruction is
predominantly an
instructional design
model
What? How?
Connecting Content to Learners
Connecting Content to Learners
I. Students
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Readiness/skills
Interests
Learning Styles
Culture
Connecting Content to Learners
II. Learning Environment
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Create a community of learners
Create a place where each member feels valued
Connecting Content to Learners
III. Content
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Have “rich” curricula with stated central ideas
Use standards as a beginning point
Be clear about curricula essential ideas
Focus on Knowledge, Understandings, Skills
Connecting Content to Learners
IV. Instruction
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Assessment and Instruction are interwoven
Accept responsibility for the learning of all
Skillful instruction brings content to life
Flexible instruction makes content work for all
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Proactive
More qualitative than quantitative
Rooted in assessment
Provision of multiple approaches to content,
process, product, and assessment
Student centered
Teaching that blends whole-class, group, and
individual instruction

Learner Needs
Readiness (Students’ skills and understanding)
Interest (Curiosity or passion)
Learning Profile (Ways students learn best)

Curriculum Components
Content (what teachers teach and want learners to
learn) Process (activities that lead to a more
complex level of understanding) Product (longterm or culminating assignments requiring
students to apply knowledge)
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Grades for Achievement of goals
Progress toward goals
Work habits (completing work on time, asking
questions for clarification, persisting when
faced with challenging material, listening to
feedback)
W
What will be learned? Why is it worthwhile? How will it be evidenced?
H
Hook and engage the learner
E
Equip students to master and succeed
R
Rethink, Revision, Refinement
E
Evaluation (self) and Reflection
T
Tailor Methods, Materials, Assessments
O
Organization of Learning Experiences