Session+7

March 8, 2010 **
 * Session 7****


 * Objectives **
 * To understand the characteristics of high quality curriculum
 * To discuss how to engage students by promoting deep understanding of content
 * To analyze existing curriculum and increasing the authenticity of active learning experiences by connecting activities to real world problem solving and realistic setting
 * To align curriculum and activities with Standards

__**Readings**__


 * Integrating DI & UBD- Chapters 7 & 8 and pages 108-140


 * __Pre-Assessment__**

[|Differentiation Tips: Pre-Assessment]

[|Assessing for Differentiation: Getting to Know Students]

[|Know Your Learners]

[|Think-Tac-Toe: Differentiating Assessment]

Pre-Assessment tools [|diff preassess.ppt]

Pre-Assessement Techniques Chart [|Pre-assessment Techniques Chart.pdf]

A Differentiated Instruction Approach to Close the Achievement Gap: Pre-Assessment [|10 4 06preassess1.ppt]

Pre-Assessment: A Differentiation Power Tool [|Preassessment a differentiation power tool.pdf]

The Profiler: Using Learning Preference to Harness Student Learning at both Entry and Exit Points [|nagc_the_profiler.pdf]

TriMind: Differentiating for Sternberg’s Thinking Styles [|nagc_tri-minder.pdf]

Assessment and Differentiation [|T.Shanahan.ppt]

Practical Strategies for the Classroom: Pre-Assessment [|Differentiation_Pt1-ChallengeWinter05.pdf]

Differentiation: Checklist for Teachers [|Diffchecklist.doc]


 * __Assignment:__**

1. Review the elements of Stage 2-Assessment Evidence with performance tasks and other evidence. Again use the planning template with the design questions to guide you in developing your unit. Also create a pre-assessment and an exit card for your students in any area of your content that you are currently teaching. After reviewing the assessment data, develop a plan to accommodate student differences by using flexible grouping. Share your assessments showing how this information has informed your instruction.

Template [|backwards-design-template-for-unit-planning.doc] Sample Unit [|Backward Design Template soc.doc]

1. Illustrate with examples from your content area how a coverage-oriented lesson might proceed and how an-understanding-based lesson might proceed. Be sure to state the essential questions around which your understanding-oriented example is based and to show how the six facets of understanding might shape the lesson as well. 2. The authors reject the idea of having students “climb Bloom's ladder” as a means of differentiation. How do you feel about their reasoning? Why? 3. The chapter offers six principles of effective grading and reporting. Examine them individually and discuss which students might learn more effectively if the principle were reflected in grading and reporting procedures—and which students suffer when they are not. Be sure to take into account the impact of grading practices on student motivation.
 * __Reflection Questions - Learning Log__**