Session OneJanuary 12, 2010

Designing Instruction for Deep Learning and Diversity

We provide world-class instruction and a rich diversity of engaging programs to inspire success for every student and bring communities together to learn, share and grow.

vision

vision

Instructional PracticeWe provide meaningful assessment and relevant instruction to support the success of every student and, to ensure this outcome, encourage professional growth for all staff.

Learning Intentions

A well articulated knowledge base: Deliberate Practice

• January 12 Setting the Stage for Instructional Design that fosters Deep Learning and Embraces Diversity

• January 26 Backward Design: Goal Setting, Enduring Understandings, Essential Questions

• February 9 Backward Design Stage Two: Assessment For, As, Of Learning

• March 29 Backward Design Stage Three: Teaching for Deep Understanding and Diversity

• April 12 Differentiated Assessment and Instruction Practices

Human beings differ with their

gifts and talents;

To teach them you have to start where

they are.Yuezheng in 4th century B.C.

Chinese Treatise, Xue

1. Please read your fortune cookie quote silently to yourself

2. Take a few moments to reflect on the statement

3. Round Robin: introduce yourself and share your personal response to the statement with your table group

Welcome and Introductions

• The “Art” of teaching is becoming the “science” of teaching

• Recent studies - effects of instruction on student learning

• The most important factor affecting

student learning is the teacher

Classroom Instruction That Works

Research on Instruction

“Numerous studies have consistently found that

what teachers know, do, and care about has a huge

impact on student achievement.”

John Hattie

“…researching and valuing instruction is one thing;

implementing and collectively sustaining it systemically over time is

another.”

Barrie Bennett

Professional development works best when it’s on-site, job embedded, sustained over time, centered on

active learning, and focused on student outcomes

(Chappuis, 2007)

Assessment and the Instructional Institute

Assessment FOR Learning

Assessment AS Learning

Assessment OF Learning

Guiding instruction

Improving learning

Students monitoring their own progress

Reporting out

Measuring learning

Descriptive feedback

Goal Setting Letter grades, %s, performance scales,

Continuous Continuous At the end

Formative Formative Summative

Types of Assessment

• Professional Development• Formative Assessment Practices• Rubrics, Performance Standards and

School Wide Writes

Meaningful Assessment and Reporting

Success for Every Student: Transforming Curriculum Design

http://www.youtube.com/watch?v=dSSeuem6BLA

1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences and instruction

Backward Design Model – 3 Stages

Important to know and do

Worth being familiar with

EnduringUnderstanding

Establishing Curricular Priorities

• Efficient and effective units with deeper understandings

• Curriculum design that meets the needs of all learners in the class

UBD End Results

Universal Design Learning

Guidelines:

•Multiple means of representation•Multiple means of action and expression•Multiple means of engagement

Universal Design

“fix” the

child

“fix” the curriculum

go

als

assessmen

ts

meth

od

s

materials

The Challenges of Learners with Diverse Needs

“The time has come to broaden our notion of the spectrum of talents…we should spend less timeranking children and more time helping them toidentify their natural competencies and gifts, andcultivate those. There are hundreds and hundredsof ways to succeed, and many, many differentabilities that will help you get there.” Howard

Gardner

Differentiated Instruction

The idea of differentiating instruction to accommodate the different ways that students learn involves a hefty dose of common sense, as well as sturdy support in the theory and research of education (Tomlinson & Allan, 2000)

Differentiated Instruction

http://www.youtube.com/watch?v=PNfshXciwUA

• Content

• Process

• Product

• Environment

Differentiated Instruction

The perfect model of differentiated

instruction rests upon an active,

student centered, meaning making

approach to teaching and

Success for All Students

• Using the Instructional Institute framework, what is the natural entry point for you or your school team?

• Where would you like to go?

• What is your pathway?

Instructional Institute Framework ~Multiple Entry Points