Moving forward to integrate uBd and di-presentation 3

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Moving forward to integrate uBd and di:

Emily Spira & Michelle Renn Moving forward to integrate uBd and di

How should we act on the ideas in this book?:

Herbert Hoover once observed, “Words without actions are the assassins of idealism.” This book provided: Rationale for linking Understanding by Design and Differentiated Instruction Examined principles and practices related to curriculum, instruction, assessment, grading, and reporting Now we face the practical questions: How might we apply the ideas in this book? What should we do to more effectively link UbD and DI? There is no single “best” way of integrating the ideas in these two frameworks. How should we act on the ideas in this book?

Backward design process:

The book suggests that you use the backward design process to help you plan an effective course of action. There are three stages to be followed. Backward design process

Stage 1:

Begin by considering the desired results you seek by connecting the UbD and DI, whether as an individual teacher, team leader, school administrator, or district level staff person. In addition to learner outcomes, desired results include advances that you would like to make in your classroom, school, or district. As you consider desired results for learners and educators, consider data. For example: What changes are called for by the results of standardized assessments? Stage 1

Stage 2:

With specific results in mind (both student outcomes and professional actions), now shift to “thinking like an assessor”. Ask yourself: How will we know when we have successfully connected elements of UbD and DI? Where should we look, and what should we look for, as evidence of progress toward our goals? What benchmarks will we examine along the way? What observable indicators will show that the UbD and DI connection is working ? Having a clear assessment plan helps clarify goals, focus actions, and inform needed adjustments to plans. Stage 2

Stage 3:

Mindful of clear goals and an assessment plan, the last step is to think specifically about how to “get there”. THINK BIG, START SMALL!  Caution is advised when embarking on any change process. To avoid “innovation overload” the book suggests identifying small actions as a starting point. The next slides include specific ideas for integrating UbD and DI at the classroom, school, and district levels. Stage 3

As an individual teacher:

Make a specific plan for implementing an idea and pay attention to the effects. For example: Are your students more engaged? Motivated? Be prepared to tackle the learning curve as you initiative new teaching practices and classroom routines. Rough spots will occur!  Follow the “three tries” rule for integrating a new strategy. If possible, find one or two colleagues to work with. Changes come more easily with opportunities to plan collaboratively, problem solve, and coach each other. Different teachers will have different skills to the table. Always keep the desired results in sight. They will help you continue to move forward professionally and not return to the status quo. As an individual teacher

At the school or district level:

The following slides provides a list of specific actions educators might take to foster the UbD /DI connection at the school and district level. The lists are not meant to be exhaustive or in a recommended sequence. Remember every educational culture is unique, and actions need to fit into context. These following ideas reflect actions successfully undertaken in classrooms, schools, and districts. At the school or district level

At the school or district level:

Establish a study group to read and study this book. Other suggested readings include, Understanding by Design (Wiggins & McTighe , 2005), How to Differentiate Instruction in Mixed-Ability Classrooms (Tomlinson, 2001). View and discuss one or more of the following videos on DI and UbD Differentiated Instruction At Work in the Differentiated Classroom A Visit to a Differentiated Classroom (All available from the Association for Supervision and Curriculum) Send a representative team of teachers and administrators to local, regional, or national workshops or conferences on UbD and DI. Sponsor an introductory workshop on DI, UbD , or their integration within the district or school (ex. On an in-service day). At the school or district level

At the school or district level:

Explore essential questions about UbD and DI in faculty and team meetings. Examples How can we address standards without standardization? What content is worth understanding? What role does classroom environment play in learning? How can we use pre-assessment and on-going assessment data to shape our teaching for maximizing student success? Send a “scout” team to visit a school or district in the region using DI and UbD , and report back on potential benefits to the school/benefits. Identify a team of teachers and administrators to spearhead UbD /DI integration efforts in the school/district. At the school or district level

At the school or district level:

Identify a school or district planning team to review publications on DI and UbD . Provide time and other incentives for the team to design and share differentiated UbD units. Create teams of differentiation specialists who meet regularly and share ideas. Conduct focused faculty meetings to share one specific idea for integrating on UbD and DI. Offer incentive grants to teams or schools interested in exploring the integration of UbD and DI. Work in grade-level or department groups to: unpack content standards (ex. Identify understandings and essential questions ) Develop core performance tasks with differentiating options and common scoring rubrics. D iscuss implementation of flexible instructional routines that allow for attention to small groups and individuals. Review and evaluate student work on core performance tasks. Select a school or district wide “anchors” for common rubrics. At the school or district level

At the school or district level:

Analyze: 1) disaggregated achievement data to identify targeted areas needing differentiated instruction, 2) current achievement data to identify areas of student misunderstanding and develop intervention plans. Create a school/district UbD curriculum map (i.e., containing understandings, essential questions, and core performance tasks). Develop a list of key indicators for quality application of UbD and DI for use in walkthroughs. Sponsor a 3-5 day summer curriculum design/differentiated instruction workshops within the district. Develop and implement a 3-5 year action plan for stall and curriculum development on DI and UbD . Develop and implement a new teacher induction program around UbD and DI. At the school or district level

At the school or district level:

Establish and implement action research/lesson study teams around achievement problem areas. Develop a standards-based grading and reporting system that includes progress and work habit categories. Revise the teacher/administrative appraisal process based on DI and UbD . Seek state, federal, and foundation grants to support UbD and DI implementation. At the school or district level

At the school or district level:

“In the end, as is typically the case in education, progress stems from the informed and persistent efforts of those educators who understand that yesterday is never good enough for tomorrow.” p.172 At the school or district level

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