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Differentiated Instruction and Understanding by Design
Liz Galvin, UCLASTARTALK/NHLRC
Heritage Language
Teacher Workshop
July 20, 2009
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How can we increase the chances that more students really understand
what they
are asked to learn?
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Think first about the specific learningssought, and the evidence of such learnings: what can students DO? How will they show that they can do it?
Only then can you begin to think about what you- the teacher- will do or provide in teaching and learning activities
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Engage students in inquiry
Promote the transfer of learning
Provide a conceptual framework for:•
Helping students make sense of discrete facts and skills
•
Uncover the big ideas of content
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Begin with questions such as: •
What will I do?
•
What materials will I use?
•
What will I ask students to do?
Begin with a focus on:•
The textbook
•
Favored lessons
•
Established activities
Focus on teaching as performance, not on student learning
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1.
Identify Desired Results
2.
Determine Acceptable Evidence
3.
Plan Learning Experiences and Instruction
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What should students know, understand and be able to do?
What content is worthy of understanding?
What enduring understandings are desired?
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What are the big ideas?
What specific understandings about them are desired? (Students will understand that…)
What misunderstandings are predictable?
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Concept, theme or issue that gives meaning and connection to discrete facts and skills
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Big Ideas for HLL’s
Identity as learnersShared cultureIntergenerational learning
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An important inference, stated as a generalizationTransferable big ideas that have enduring value beyond a specific topicInvolves abstract, counterintuitive, and easily misunderstood ideasBest acquired by uncovering and doingSummarizes important strategic principles in skill areas
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Greetings unit: Enduring Understandings
Students will understand that:•
Greetings and “small talk”
require cultural
knowledge as well as linguistic skills. •
How you approach someone for a greeting establishes or affirms your relationship to them.
•
Language or culture specific understandings?
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Overarching v. Topical Questions
The best questions point to and highlight the big ideas
They serve as doorways through which learners explore the key concepts, themes, theories, issues and problems that reside in the content
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Greetings unit: Essential questions
What do greetings tell us about formality in X culture? What does “small talk” tell us about privacy in X culture? About hierarchy? What distinguishes a native speaker from a fluent foreigner in greetings and small talk?
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The act of determining the extent to which the desired results are on the way to being achieved and to what extent they have been achieved
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Think like an assessor before designing units and lessons How will we know if students have achieved the desired results?What will we accept as evidence of student understanding and proficiency?
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Forms of acceptable evidence: Interpretive
listen with visualsfill in graphs, charts, forms, graphic organizers, venn diagramsfollow a route on a mapcheck-off items in a listdraw what is describedput sentences in correct order
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Forms of acceptable evidence: Interpersonal
Making a purchaseMeeting and GreetingOrdering in a restaurantAsking directionsFace to face or telephone conversationsTalking about friends and familyDiscussing events of the dayMaking plansNegotiating who does what, gets what, with who, how, and where
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Forms of acceptable evidence: Presentational
Brochure or ItineraryLetterWeb pages (Facebook/myspace page)Video or PodcastsAdvertisementAgenda, Schedule or Plan of the day, weekNew beginning or ending of story, songDemonstrationTV or Radio spotDesign a survey and present findingsPublic Service Announcement or InfomercialEssays, PlaysPoem, Song, Rap
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Given the identified results and evidence of understanding, what are the most appropriate instructional activities?What facts, concepts, and skills will students need in order to perform effectively and achieve desired results?What activities will equip students with the needed knowledge and skills?What will need to be taught and how will it best be taught in light of performance goals?
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Leading to better differentiation
When you know where you’re headed, it’s easier to plan for any necessary detours.Similarly, if you start with what the students must be able to do and know, you can adjust to variation in skill levels and interests.
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Sources
STARTALK, Tomlinson, C.A., and McTighe, Jay. Integrating Differentiated Instruction and Understanding by Design. Alexandria, VA: ACSD, 2006.