| Connecting
Content and Kids :
Understanding By Design and Differentiation:
presented by Jay McTighe
Time Frame: (1-2 days)
Can differentiation and standards really co-exist? How can we
address required content standards yet remain responsive to
the differences and varied needs of our students? How does the
“backward design” approach to curriculum planning
inform differentiation (and vice-versa)? What's do we want all
students to come to understand? How might we responsibly differentiate
student assessments and still obtain valid measures of learning?
Can we maintain standards without standardization? How might
a grading and reporting system communicate standards-based achievement
honestly and fairly?
We'll explore these questions through a series of thought-provoking
exercises and design experiences.
Session Topics: Participants will...
how does the “backward design” approach to curriculum
planning
inform differentiation of instruction and assessment (and vice-versa)
apply criteria for selecting curriculum priorities and determining content worthy of deep understanding;
apply criteria for selecting curriculum priorities and determining
content worth understanding
use essential questions to frame curriculum and focus on ìbig ideasî
examine a continuum of assessment methods to use in assessing the
degree of student understanding
explore ways of differentiating performances of understanding;
identify appropriate criteria to use in judging differentiated
performances of understanding based on the six ìfacetsî
apply the W.H.E.R.E.T.O framework to design engaging and
effective differentiated instruction;
design or refine a differentiated unit of study using the Unit Design
Template;
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