INTEGRATING DIFFERENTIATED INSTRUCTION AND UNDERSTANDING BY DESIGN

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INTEGRATING DIFFERENTIATED INSTRUCTION AND
UNDERSTANDING BY DESIGN

• CHAPTERS 8, 9, 10

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PRESENTED BY

• ROBIN BAUMGARTEN
• ANGELA BIRDSONG
• PATRICE HONORE
• LISA MUNOZ
• AVIS PASS
• KIM RICHMOND
• STEPHANIE SCOTT
• BRIDGET ZOKOVITCH

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CHAPTER 8

• GRADING AND REPORTING ACHIEVEMENT

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THE BEST WAYS FOR GRADING AND REPORTING INCLUDE

• BASED ON STANDARDS/GOALS
• CLEAR ESTABLISHED CRITERIA
• USE A VARIETY OF SOURCES
• SUPPORT DIFFERENTIATION

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REPORTING THAT SUPPORTS STANDARDS AND
DIFFERENTIATION

• REPORTING SYSTEMS
• CHECKLISTS
• RUBRICS
• NARRATIVES
• DEVELOPMENTAL CONTINUUM FOR CHARTING PROGRESS
• PORTFOLIOS
• CONFERENCES
• PROGRESS TOWARDS GOALS

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CHAPTER 9

• BRINGING IT ALL TOGETHER
• CURRICULUM AND INSTRUCTION
• THROUGH THE LENS OF
• UNDERSTANDING BY DESIGN
• AND DIFFERENTIATED INSTRUCTION

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UBD/DI/CI
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CHAPTER 10

• MOVING FORWARD TO INTEGRATE
• UNDERSTANDING BY DESIGN AND
• DIFFERENTIATED INSTRUCTION

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CLASSROOM APPLICATION

• STEP 1 ENDURING UNDERSTANDINGS
• STEP 2 BEGIN W/STANDARDS TO DEVELOP
  PRE-ASSESSMENTS
• STEP 3 CORE PERFORMANCE TASK WITH
  DIFFERENTATION
• STEP 4 DEVELOP ROUTINES/METHODS FOR SMALL GROUP
  INDIVIDUALS (JIGSAW, ORGANIZERS, MENUS, TIERED
  LESSONS)
• STEP 5 EMBED ASSESSMENTS INTO LESSONS
  (TICKET-OUT-THE-DOOR, 3-2-1, THINK-PAIR-SHARE)
• STEP 6 ANALYZE ASSESSMENT DATA ADJUST LESSONS
  ACCORDINGLY
• STEP 7 STUDENT REFLECTION
• STEP 8 - FINAL ASSESSMENT PAPER/PENCIL TASK,
  PRODUCT/PROJECT, PERFORMANCE TASK
• STEP 9 TEACHER REFLECTION

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REMEMBER SAM

• STANDARDS
• ASSESSMENTS
• METHODS