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Many possibilities & ways to incorporate and integrate UbD and DI into the classroom.

Act as if what you do makes a difference. It does.

William James

What Does Backward Design Look Like in the Classroom?

1) Identified desired learning results.

2) Determined acceptable evidence of student learning.

3) Plan learning experiences considering the results and evidence.

4) Accommodate for and value learning differences.

5) Acknowledge students’ affective needs.

6) Review goals throughout learning.

7) Use formative assessments to guide instruction.

8) Practice flexibility in planning and teaching.

9) Gather evidence in multiple formats.

SINGLE MEASURES ARE NOT GOOD FOR STUDENT LEARNING & MOTIVATION.

Improvement should be rewarded and celebrated.

Motivation can be increased if students believe they have a chance to succeed.

Eliminate the Single Measure

Grades for:

Achievement Goals

Progress

Work Habits

Six Grading Principles

PRINCIPLE #1: Grading should be based on specified learning goals and performance standards.

definable level of proficiency related to important goals

establish indicators of success

communicate criteria for success

measure students clearly & consistently

PRINCIPLE #2: Grading evidence should be valid.

measures what it was intended to measure

PRINCIPLE #3: Grading should be based on established criteria rather than classroom norms.

grading is not reliable when grades are relative to other students

PRINCIPLE #4: Grades should not be all inclusive.

assessment = collecting data to inform instruction; grading = finalized judgment about student achievement

grades should be majority summative assessments

PRINCIPLE #5: Grades should avoid using averages.

evaluate student learning later in the learning cycle

WHAT a student learns > WHEN a student learns

PRINCIPLE #6: Focus on achievement.

eliminate other contributing factors

It is not the answer that enlightens, but the question.

Eugene Ionesco

Responsive teaching--academically diverse classrooms

Core Beliefs About Students & Curriculum

1) Curricula needs to be rooted in higher level think and require all students to engage in deep thinking to uncover meaning of information.

2) Curricula and teachers need to provide students with opportunities to learn the “basics” and time to apply/practice them.

3) Students need to construct meaning but also receive guidance from teachers.

Classroom Elements as Tools for Instruction

TIME = flexible due dates, more time for tasks, learning centers

SPACE = “quiet zones,” arrangement charts, flexible seating

RESOURCES = different leveled books, incorporating multiple languages, video & audio clips

STUDENT GROUPING = pre-assigned, both similar and different pairs of readiness, interest, and learning styles

TEACHING STRATEGIES = part-to-whole & whole-to-part, group discussions, personal connections

LEARNING STRATEGIES = multiple ways to present knowledge, tiered practice, student grouping choice, student experts

TEACHER PARTNERSHIPS = student classroom jobs/duties, survey parents, colleague feedback

Strengths are springboards for success.

Carol Ann Tomlinson & Jay McTighe

Flexible Seating---rearrange the classroom space to help meet the diverse needs of your students

Small group instruction--managing a differentiated classroom

Uncover

Allow your students to uncover content, ask questions, and explore. Use essential questions to “launch” forward their curiosity and learning!

Six Facets

Use the six facets of understanding to deepen thinking and encourage social learning. Use the facets to practice responsive teaching.

W.H.E.R.E.T.O. Framework

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