1. Understanding By
Design
Hopkinton/Hillsboro School District Workshop Day
October 9, 2009

2. Goals for Today

3. Goals for Today
You will gain a more complete knowledge of how
UbD can revitalize your teaching.

4. Goals for Today
You will gain a more complete knowledge of how
UbD can revitalize your teaching.
You will leave the workshop with at least the
beginnings of a gourmet UbD unit that you can
implement right away.

5. Goals for Today
You will gain a more complete knowledge of how
UbD can revitalize your teaching.
You will leave the workshop with at least the
beginnings of a gourmet UbD unit that you can
implement right away.
WHAT IDEAS DO YOU HAVE FOR A UNIT?

6. Goals for Today
You will gain a more complete knowledge of how
UbD can revitalize your teaching.
You will leave the workshop with at least the
beginnings of a gourmet UbD unit that you can
implement right away.
WHAT IDEAS DO YOU HAVE FOR A UNIT?
You can pick a unit you already teach, or
something brand new.

7. INTROS

8. Overview of UbD

9. Thinking about
Understanding
To begin with the end in mind means to
start with a clear understanding of your
destination. It means to know where you’re
going so that you can better understand
where you are now so that the steps you
take are always in the right direction-Steven
Covey The Seven Habits of Highly Effective
People.
“What do we mean by knowing?” Mahesh
Sharma

10. What is UbD?

11. What is UbD?
A framework which synthesizes research-
based best practices in curriculum,
assessment, and instruction.

12. What is UbD?
A framework which synthesizes research-
based best practices in curriculum,
assessment, and instruction.
A language which educators can use to
describe and analyze the best ways to
promote student understanding, rather than
just knowledge/recall.

13. What isn’t UbD?

14. What isn’t UbD?
It is not a program.

15. What isn’t UbD?
It is not a program.
It is not one more thing for you to have to do

16. What isn’t UbD?
It is not a program.
It is not one more thing for you to have to do
It does not includes anything that hasn’t been used
by master teachers throughout the centuries

17. C.I.A.

18. C.I.A.
Curriculum: The blueprint for instruction.

19. C.I.A.
Curriculum: The blueprint for instruction.
Instruction: The strategies for delivering the
curriculum.

20. C.I.A.
Curriculum: The blueprint for instruction.
Instruction: The strategies for delivering the
curriculum.
Assessment: Measures the effectiveness of
curriculum and instruction.

21. Research to back up
UbD

22. Research to back up
UbD
Students learn best when they actively construct
meaning through experience-based activities

23. Research to back up
UbD
Students learn best when they actively construct
meaning through experience-based activities
A student’s culture, experiences, and previous
knowledge shape all new learning

24. How Are We Doing?

25. How Are We Doing?
Third International Mathematics and Science
Study (TIMSS) and James Stigler’s UCLA
Meta-Study of Teacher Behaviors:

26. How Are We Doing?
Third International Mathematics and Science
Study (TIMSS) and James Stigler’s UCLA
Meta-Study of Teacher Behaviors:
We outperformed only six countries out of 46.

27. How Are We Doing?
Third International Mathematics and Science
Study (TIMSS) and James Stigler’s UCLA
Meta-Study of Teacher Behaviors:
We outperformed only six countries out of 46.
Unlike high-performing countries, we tend to
emphasize practice and skill development, not
thinking, inventing, and problem solving.

29. In US, we emphasize coverage of material
with many topic segments, rather than a
limited set taught in depth.

30. In US, we emphasize coverage of material
with many topic segments, rather than a
limited set taught in depth.
Our US curriculum tends to be a “mile-wide,
inch-deep.”

31. In US, we emphasize coverage of material
with many topic segments, rather than a
limited set taught in depth.
Our US curriculum tends to be a “mile-wide,
inch-deep.”
We often emphasize subjects and content
rather than the learner as the center of the
learning process.

32. An Overloaded
Curriculum
Robert Marzano (McRel): “If teachers are
expected to get students to learn all of the
standards identified by their district, on
average we need to expand students’ time in
school by a minimum of 6,000 hours.”

33. Priority Driven
Curriculum
Clearly distinguishes between what is worth being
familiar with and what all students need to know, be
able to do, and understand

34. Backward Instructional
Design

35. Backward Instructional
Design
Stage One: Identifying desired results (such as
enduring understandings, essential questions and knowledge
objectives).

36. Backward Instructional
Design
Stage One: Identifying desired results (such as
enduring understandings, essential questions and knowledge
objectives).
Stage Two: Determining acceptable
evidence to assess and to evaluate student
achievement of desired results.

37. Backward Instructional
Design
Stage One: Identifying desired results (such as
enduring understandings, essential questions and knowledge
objectives).
Stage Two: Determining acceptable
evidence to assess and to evaluate student
achievement of desired results.
Stage Three: Designing learning activities to
promote student mastery and success on
assessment tasks.

38. STAGE 1

39. STAGE 1
Stage One: Identifying desired
results (such as enduring understandings,
essential questions and knowledge objectives).

40. STAGE 1
Stage One: Identifying desired
results (such as enduring understandings,
essential questions and knowledge objectives).
Stage Two: Determining acceptable evidence to assess and to
evaluate student achievement of desired results.

41. STAGE 1
Stage One: Identifying desired
results (such as enduring understandings,
essential questions and knowledge objectives).
Stage Two: Determining acceptable evidence to assess and to
evaluate student achievement of desired results.
Stage Three: Designing learning activities to promote student
mastery and success on assessment tasks.

42. Demanding Questions for Stage 1

43. Demanding Questions for Stage 1
How are Curriculum, Instruction, and Assessment related?

44. Demanding Questions for Stage 1
How are Curriculum, Instruction, and Assessment related?
What is Understanding?

45. Demanding Questions for Stage 1
How are Curriculum, Instruction, and Assessment related?
What is Understanding?
What is a Big Idea?

46. Demanding Questions for Stage 1
How are Curriculum, Instruction, and Assessment related?
What is Understanding?
What is a Big Idea?
What is an Enduring Understanding?

47. Demanding Questions for Stage 1
How are Curriculum, Instruction, and Assessment related?
What is Understanding?
What is a Big Idea?
What is an Enduring Understanding?
What is an Essential Question?

48. Demanding Questions for Stage 1
How are Curriculum, Instruction, and Assessment related?
What is Understanding?
What is a Big Idea?
What is an Enduring Understanding?
What is an Essential Question?
What is the difference between a Big Idea, an Enduring
Understanding, a Demanding Question and an Essential Question?

49. Demanding Questions for Stage 1
How are Curriculum, Instruction, and Assessment related?
What is Understanding?
What is a Big Idea?
What is an Enduring Understanding?
What is an Essential Question?
What is the difference between a Big Idea, an Enduring
Understanding, a Demanding Question and an Essential Question?
What are educational standards and how can I use them within my
units?

50. Demanding Questions for Stage 1
How are Curriculum, Instruction, and Assessment related?
What is Understanding?
What is a Big Idea?
What is an Enduring Understanding?
What is an Essential Question?
What is the difference between a Big Idea, an Enduring
Understanding, a Demanding Question and an Essential Question?
What are educational standards and how can I use them within my
units?
What knowledge and skills should I include in my units?

52. 6 Facets of
Understanding p. 23

53. 6 Facets of
Understanding p. 23
Can explain: provide thorough, supported, and justifiable accounts of phenomena, facts, and
data.

54. 6 Facets of
Understanding p. 23
Can explain: provide thorough, supported, and justifiable accounts of phenomena, facts, and
data.
• Can interpret: tell meaningful stories; offer apt translations; provide a revealing historical or
personal dimension to ideas and events; make it personal or accessible through images,
anecdotes, analogies, and models.

55. 6 Facets of
Understanding p. 23
Can explain: provide thorough, supported, and justifiable accounts of phenomena, facts, and
data.
• Can interpret: tell meaningful stories; offer apt translations; provide a revealing historical or
personal dimension to ideas and events; make it personal or accessible through images,
anecdotes, analogies, and models.
• Can apply: effectively use and adapt what we know in diverse contexts.

56. 6 Facets of
Understanding p. 23
Can explain: provide thorough, supported, and justifiable accounts of phenomena, facts, and
data.
• Can interpret: tell meaningful stories; offer apt translations; provide a revealing historical or
personal dimension to ideas and events; make it personal or accessible through images,
anecdotes, analogies, and models.
• Can apply: effectively use and adapt what we know in diverse contexts.
• Have perspective: see and hear points of view through critical eyes and ears; see the big picture.

57. 6 Facets of
Understanding p. 23
Can explain: provide thorough, supported, and justifiable accounts of phenomena, facts, and
data.
• Can interpret: tell meaningful stories; offer apt translations; provide a revealing historical or
personal dimension to ideas and events; make it personal or accessible through images,
anecdotes, analogies, and models.
• Can apply: effectively use and adapt what we know in diverse contexts.
• Have perspective: see and hear points of view through critical eyes and ears; see the big picture.
• Can empathize: find value in what others might find odd, alien, or implausible; perceive sensitively
on the basis of prior direct experience.

58. 6 Facets of
Understanding p. 23
Can explain: provide thorough, supported, and justifiable accounts of phenomena, facts, and
data.
• Can interpret: tell meaningful stories; offer apt translations; provide a revealing historical or
personal dimension to ideas and events; make it personal or accessible through images,
anecdotes, analogies, and models.
• Can apply: effectively use and adapt what we know in diverse contexts.
• Have perspective: see and hear points of view through critical eyes and ears; see the big picture.
• Can empathize: find value in what others might find odd, alien, or implausible; perceive sensitively
on the basis of prior direct experience.
• Have self-knowledge: perceive the personal style, prejudices, projections, and habits of mind that
both shape and impede our own understanding; we are aware of what we do not understand and
why understanding is so hard.

59. Big Ideas
Lynn Erickson (2001)
Big Ideas:
• Broad and abstract
• Represented by one or
two words
• Universal in application
• Timeless-carries through
the ages

60. Big Idea examples

61. Big Idea examples
From Math (Stats):

62. Big Idea examples
From Math (Stats):
Central Tendency

63. Big Idea examples
From Math (Stats):
Central Tendency
Judging and ranking

64. Big Idea examples
From Math (Stats):
Central Tendency
Judging and ranking
From Reading:

65. Big Idea examples
From Math (Stats):
Central Tendency
Judging and ranking
From Reading:
Reading for Meaning

66. Big Idea examples
From Math (Stats):
Central Tendency
Judging and ranking
From Reading:
Reading for Meaning
Fluency

67. Big Idea examples
From Math (Stats):
Central Tendency
Judging and ranking
From Reading:
Reading for Meaning
Fluency
History

68. Big Idea examples
From Math (Stats):
Central Tendency
Judging and ranking
From Reading:
Reading for Meaning
Fluency
History
Slavery

69. Big Idea examples
From Math (Stats):
Central Tendency
Judging and ranking
From Reading:
Reading for Meaning
Fluency
History
Slavery
Federal vs. States’ rights

70. Other big ideas

71. Other big ideas
Social Studies:

72. Other big ideas
Social Studies:
Conflict

73. Other big ideas
Social Studies:
Conflict
Revolution

74. Other big ideas
Social Studies:
Conflict
Revolution
Peace

75. Take a minute to
develop a Big Idea or
two for your unit.
Let’s share some:

77. Enduring
Understandings

78. Enduring
Understandings
Involve the Big Ideas that give meaning and
importance to facts.

79. Enduring
Understandings
Involve the Big Ideas that give meaning and
importance to facts.
Can transfer to other fields and adult life.

80. Enduring
Understandings
Involve the Big Ideas that give meaning and
importance to facts.
Can transfer to other fields and adult life.
Is usually not obvious.
It’s not a fact-it’s an inference

81. Enduring
Understandings
Involve the Big Ideas that give meaning and
importance to facts.
Can transfer to other fields and adult life.
Is usually not obvious.
It’s not a fact-it’s an inference
Is framed as a generalization-the “moral of the
story”

82. Enduring
Understandings
Involve the Big Ideas that give meaning and
importance to facts.
Can transfer to other fields and adult life.
Is usually not obvious.
It’s not a fact-it’s an inference
Is framed as a generalization-the “moral of the
story”
They can be overarching or topical.

84. Tips on framing EUs

85. Tips on framing EUs
You can think of an EU as beginning with “The
student will understand that…”-but don’t write
it in the

86. Tips on framing EUs
You can think of an EU as beginning with “The
student will understand that…”-but don’t write
it in the
Beware of stating an EU as a truism or vague
generality.

87. Tips on framing EUs
You can think of an EU as beginning with “The
student will understand that…”-but don’t write
it in the
Beware of stating an EU as a truism or vague
generality.
Triangles have three sides. Musicians work with sounds to
create music. The US has many different immigrant
groups.

88. Tips on framing EUs
You can think of an EU as beginning with “The
student will understand that…”-but don’t write
it in the
Beware of stating an EU as a truism or vague
generality.
Triangles have three sides. Musicians work with sounds to
create music. The US has many different immigrant
groups.
Do not think of the EU beginning with “The student
will understand how to…” This will result in a skill.

90. Which of the following
are EUs?

91. Which of the following
are EUs?
True friendship is revealed during difficult times, not happy times.

92. Which of the following
are EUs?
True friendship is revealed during difficult times, not happy times.
One should not cup their hands when they are swimming the freestyle.

93. Which of the following
are EUs?
True friendship is revealed during difficult times, not happy times.
One should not cup their hands when they are swimming the freestyle.
The interaction of heredity and experience influences behavior.

94. Which of the following
are EUs?
True friendship is revealed during difficult times, not happy times.
One should not cup their hands when they are swimming the freestyle.
The interaction of heredity and experience influences behavior.
How to tell time.

95. Which of the following
are EUs?
True friendship is revealed during difficult times, not happy times.
One should not cup their hands when they are swimming the freestyle.
The interaction of heredity and experience influences behavior.
How to tell time.
The causes and effects of the Civil War.

96. Which of the following
are EUs?
True friendship is revealed during difficult times, not happy times.
One should not cup their hands when they are swimming the freestyle.
The interaction of heredity and experience influences behavior.
How to tell time.
The causes and effects of the Civil War.
History involves interpretation; historians can and do disagree.

97. Which of the following
are EUs?
True friendship is revealed during difficult times, not happy times.
One should not cup their hands when they are swimming the freestyle.
The interaction of heredity and experience influences behavior.
How to tell time.
The causes and effects of the Civil War.
History involves interpretation; historians can and do disagree.
Musicians’ work reflects period culture.

98. Which of the following
are EUs?
True friendship is revealed during difficult times, not happy times.
One should not cup their hands when they are swimming the freestyle.
The interaction of heredity and experience influences behavior.
How to tell time.
The causes and effects of the Civil War.
History involves interpretation; historians can and do disagree.
Musicians’ work reflects period culture.
Cultural practices play an important role in protection of natural resources.

99. Which of the following
are EUs?
True friendship is revealed during difficult times, not happy times.
One should not cup their hands when they are swimming the freestyle.
The interaction of heredity and experience influences behavior.
How to tell time.
The causes and effects of the Civil War.
History involves interpretation; historians can and do disagree.
Musicians’ work reflects period culture.
Cultural practices play an important role in protection of natural resources.
A profitable business must have an organized business plan.

100. Checking out
exemplary EUs
Workbook p. 108-110

101. EU’s
Let’s try to write a couple

103. Essential Questions

104. Essential Questions
Have no simple right answer-meant to be argued.

105. Essential Questions
Have no simple right answer-meant to be argued.
Often address the conceptual foundations of a
discipline.

106. Essential Questions
Have no simple right answer-meant to be argued.
Often address the conceptual foundations of a
discipline.
Raise other important questions.

107. Essential Questions
Have no simple right answer-meant to be argued.
Often address the conceptual foundations of a
discipline.
Raise other important questions.
Stimulate rethinking

109. Tips on framing EQs

110. Tips on framing EQs
Organize your unit around them.

111. Tips on framing EQs
Organize your unit around them.
Write reasonable amount of them per unit,
perhaps 2-5.

112. Tips on framing EQs
Organize your unit around them.
Write reasonable amount of them per unit,
perhaps 2-5.
Frame them in understandable language for
the age that you are teaching.

113. Tips on framing EQs
Organize your unit around them.
Write reasonable amount of them per unit,
perhaps 2-5.
Frame them in understandable language for
the age that you are teaching.
Sequence them so they lead naturally from
one to another.

115. Which of the following
are EQs?

116. Which of the following
are EQs?
How many legs does a spider have?

117. Which of the following
are EQs?
How many legs does a spider have?
What is foreshadowing?

118. Which of the following
are EQs?
How many legs does a spider have?
What is foreshadowing?
How do effective writers hook and hold their
readers?

119. Which of the following
are EQs?
How many legs does a spider have?
What is foreshadowing?
How do effective writers hook and hold their
readers?
What is original meaning of the word “technology”,
from its Greek roots?

120. Which of the following
are EQs?
How many legs does a spider have?
What is foreshadowing?
How do effective writers hook and hold their
readers?
What is original meaning of the word “technology”,
from its Greek roots?
How would life be different if we couldn’t measure
time?

122. Overarching vs. Topical
EQs and EUs

123. Overarching vs. Topical
EQs and EUs
Overarching
Point beyond the unit into larger EUs and Big Ideas
Specific unit stuff is not mentioned.
Deal with bigger issues.

124. Overarching vs. Topical
EQs and EUs
Overarching
Point beyond the unit into larger EUs and Big Ideas
Specific unit stuff is not mentioned.
Deal with bigger issues.
Topical
More subject and topic specific.

125. Great EQ’s:

126. Great EQ’s:
Overarching:

127. Great EQ’s:
Overarching:
In what ways does art reflect culture as well as shape it?

128. Great EQ’s:
Overarching:
In what ways does art reflect culture as well as shape it?
What makes a great story?

129. Great EQ’s:
Overarching:
In what ways does art reflect culture as well as shape it?
What makes a great story?
How do governments balance the rights of individuals with the common
good?

130. Great EQ’s:
Overarching:
In what ways does art reflect culture as well as shape it?
What makes a great story?
How do governments balance the rights of individuals with the common
good?
What is healthful living?

131. Great EQ’s:
Overarching:
In what ways does art reflect culture as well as shape it?
What makes a great story?
How do governments balance the rights of individuals with the common
good?
What is healthful living?
Who is a winner?

132. Great EQ’s:
Overarching:
In what ways does art reflect culture as well as shape it?
What makes a great story?
How do governments balance the rights of individuals with the common
good?
What is healthful living?
Who is a winner?
How are sounds and silence organized in various musical forms?

133. Great EQ’s:
Topical:
What is unique about the mystery
genre?
How do insects survive when their
environment changes?
Does separate of powers create
deadlock?

134. Checking out
exemplary EQ’s
In the workbook: p. 89-90

135. Trying your hand at
writing some EQ’s
Learning to Learn (big idea)
What student behaviors (or learning strategies) are necessary
to be a successful learner?
How can a student meet his or her needs and still respect the
group?
What does a good (and poor) learner look like?
When is it most appropriate to display proper manners?

138. Standards

139. Standards
What are they?

140. Standards
What are they?
Why do we have them?

141. Standards
What are they?
Why do we have them?
Where did they originate?

142. Standards
What are they?
Why do we have them?
Where did they originate?
The parallel with the doctor’s physical
We don’t practice for our physical any more than
we should practice directly for the state exam

144. Professional Organizations and
Standards

145. Professional Organizations and
Standards
MATH: NCTM Standards-1989-where it all began.

146. Professional Organizations and
Standards
MATH: NCTM Standards-1989-where it all began.
SCIENCE: AAAS-Assn. for the Adv, of Science-Project 2061.
NRC (National Research Council) published in 1996. NSTA-
published document in 1995.

147. Professional Organizations and
Standards
MATH: NCTM Standards-1989-where it all began.
SCIENCE: AAAS-Assn. for the Adv, of Science-Project 2061.
NRC (National Research Council) published in 1996. NSTA-
published document in 1995.
SOCIAL STUDIES: History Standards Project in 1995.
Controversy between history and social studies people.
CIVICS: Center for Civic Education-1994. ECON: National
Council on Econ. Ed.: 1997. GEOGRAPHY: 1994 from the
Geog. Ed. Standards Project. SS-NCSS 1994

148. Professional Organizations and
Standards
MATH: NCTM Standards-1989-where it all began.
SCIENCE: AAAS-Assn. for the Adv, of Science-Project 2061.
NRC (National Research Council) published in 1996. NSTA-
published document in 1995.
SOCIAL STUDIES: History Standards Project in 1995.
Controversy between history and social studies people.
CIVICS: Center for Civic Education-1994. ECON: National
Council on Econ. Ed.: 1997. GEOGRAPHY: 1994 from the
Geog. Ed. Standards Project. SS-NCSS 1994
ENGLISH/LANGUAGE ARTS: NCTE and IRA Standards in Oct.
1995

150. …continued

151. …continued
ARTS: Consortium of National Arts Educ.
Associations: 1994

152. …continued
ARTS: Consortium of National Arts Educ.
Associations: 1994
FOREIGN LANGUAGES: American Council
on the Teaching of Foreign Languages 1996.

153. …continued
ARTS: Consortium of National Arts Educ.
Associations: 1994
FOREIGN LANGUAGES: American Council
on the Teaching of Foreign Languages 1996.
HEALTH: Joint Comm. On National Health
Education Standards-1994

154. …continued
ARTS: Consortium of National Arts Educ.
Associations: 1994
FOREIGN LANGUAGES: American Council
on the Teaching of Foreign Languages 1996.
HEALTH: Joint Comm. On National Health
Education Standards-1994
P.E.: NASPE (Nat. Assn. for Sport and P.E.;
1995

155. Knowledge
Vocab
Terms
Definitions
Key factual info
Formulas
Critical details
Important events and people

156. Skills
Basic skills, e.g. decoding, arithmetic
computation
Communication skills, e.g. listening,
speaking, writing
Thinking skills, e.g. compare, infer, analyze,
interpret
Research, inquiry, investigation skills

157. Sutter's Mill * by Dan Fogelberg
In the Spring of Forty-seven,
So the story, it is told,
Old John Sutter went to the mill site
Found a piece of shining gold.
Well, he took it to the city
Where the word, like wildfire, spread.
And old John Sutter soon came to wish he'd
Left that stone in the river bed.
For they came like herds of locusts
Every woman, child and man
In their lumbering Conestogas
They left their tracks upon the land.
(Chorus)
Some would fail and some would prosper
Some would die and some would kill
Some would thank the Lord for their deliverance
And some would curse John Sutter's Mill.
Well, they came from New York City,
And they came from Alabam'
With their dreams of finding fortunes
In this wild unsettled land.
Well, some fell prey to hostile arrows
As they tried to cross the plains.
And some were lost in the Rocky Mountains
With their hands froze to the reins.
Oh...
(Chorus)
Well, some pushed on to California
And others stopped to take their rest.
And by the Spring of Eighteen-sixty
They had opened up the west.
And then the railroad came behind them
And the land was plowed and tamed,
When Old John Sutter went to meet his maker,
He'd not one penny to his name.
Oh...

158. Putting it All Together
John Sutter’s Mill-context for putting it all together
Utilize the theme of "John Sutter's Mill" and design
Stage 1 unit as a group skeleton unit. At least 2-3
EUs and EQs...

159. Work on Stage 1

160. Stage 2

161. The 3 stages

162. The 3 stages
Stage 1: Identifying desired results

163. The 3 stages
Stage 1: Identifying desired results
STAGE 2: DETERMINING ACCEPTABLE EVIDENCE
TO ASSESS AND EVALUATE STUDENT
ACHIEVEMENT OF DESIRED RESULTS

164. The 3 stages
Stage 1: Identifying desired results
STAGE 2: DETERMINING ACCEPTABLE EVIDENCE
TO ASSESS AND EVALUATE STUDENT
ACHIEVEMENT OF DESIRED RESULTS
Stage 3: Designing learning activities to promote
student mastery and success on assessment tasks.

165. Stage 2 Demanding Q’s

166. Stage 2 Demanding Q’s

167. Stage 2 Demanding Q’s
What are the critical elements of assessment from a school perspective?

168. Stage 2 Demanding Q’s
What are the critical elements of assessment from a school perspective?
What is comprehensive classroom and school assessment?

169. Stage 2 Demanding Q’s
What are the critical elements of assessment from a school perspective?
What is comprehensive classroom and school assessment?
How does one "think like an assessor"?

170. Stage 2 Demanding Q’s
What are the critical elements of assessment from a school perspective?
What is comprehensive classroom and school assessment?
How does one "think like an assessor"?
What are the critical elements of assessment from a school perspective?

171. Stage 2 Demanding Q’s
What are the critical elements of assessment from a school perspective?
What is comprehensive classroom and school assessment?
How does one "think like an assessor"?
What are the critical elements of assessment from a school perspective?
What are the important elements of Stage 2?

172. Stage 2 Demanding Q’s
What are the critical elements of assessment from a school perspective?
What is comprehensive classroom and school assessment?
How does one "think like an assessor"?
What are the critical elements of assessment from a school perspective?
What are the important elements of Stage 2?
What are the latest assessment techniques schools are using?

173. Stage 2 Demanding Q’s
What are the critical elements of assessment from a school perspective?
What is comprehensive classroom and school assessment?
How does one "think like an assessor"?
What are the critical elements of assessment from a school perspective?
What are the important elements of Stage 2?
What are the latest assessment techniques schools are using?
How can my students and I "change the world" through performance
assessments?

174. Go into any sports bar and ask, "Who's the best active major
league baseball player?" In the ensuing argument, you'll hear
about the quality of a catcher's defensive play or the
leadership he brings to the team. You'll hear a bunch of
numbers, too, from home runs to batting averages to errors,
and arguments over which numbers are more significant.
The truth is that any sports fan knows that no one statistic
can capture a player's entire career -- even the tables of fine
print on the back of every baseball card cannot entirely

177. Some basic rules
regarding assessment

178. Some basic rules
regarding assessment
You’re not generating grades.

179. Some basic rules
regarding assessment
You’re not generating grades.
Align assessment with Stage 1

180. Some basic rules
regarding assessment
You’re not generating grades.
Align assessment with Stage 1
Ask yourself: What kinds of evidence do we need?

181. Some basic rules
regarding assessment
You’re not generating grades.
Align assessment with Stage 1
Ask yourself: What kinds of evidence do we need?
Think like an assessor, not an activity designer.

182. Some basic rules
regarding assessment
You’re not generating grades.
Align assessment with Stage 1
Ask yourself: What kinds of evidence do we need?
Think like an assessor, not an activity designer.
Snapshot to scrapbook

183. Some basic rules
regarding assessment
You’re not generating grades.
Align assessment with Stage 1
Ask yourself: What kinds of evidence do we need?
Think like an assessor, not an activity designer.
Snapshot to scrapbook
Authentic whenever possible

184. Some basic rules
regarding assessment
You’re not generating grades.
Align assessment with Stage 1
Ask yourself: What kinds of evidence do we need?
Think like an assessor, not an activity designer.
Snapshot to scrapbook
Authentic whenever possible
Use 6 facets when designing assessments and be sure the
assessment align with EQs and EUs.

185. Some basic rules
regarding assessment

186. Some basic rules
regarding assessment
Designing around problems:
John Dewey: “Does the question naturally
suggest itself within some situation or
personal experience? Or is it an aloof
thing…? Is it the sort of thing that would
arouse conversation and engage
experimentation out side of school? Or is it
made a problem for the pupil only because
he cannot get the required mark or be
promoted or win the teacher’s approval

187. Whatcha’ think?
The primary purpose of classroom assessment is
to inform teaching and improve learning, not to sort
and select students or to justify a grade.
Jay McTigue and Steve Ferrara from Assessing
Learning in the Classroom

188. The big idea for Assessment

189. The big idea for Assessment
The evidence should be credible & helpful.

190. The big idea for Assessment
The evidence should be credible & helpful.
Implications: the assessments should –

191. The big idea for Assessment
The evidence should be credible & helpful.
Implications: the assessments should –
Be grounded in real-world applications, supplemented
as needed by more traditional school evidence

192. The big idea for Assessment
The evidence should be credible & helpful.
Implications: the assessments should –
Be grounded in real-world applications, supplemented
as needed by more traditional school evidence
Provide useful feedback to the learner, be transparent,
and minimize secrecy

193. The big idea for Assessment
The evidence should be credible & helpful.
Implications: the assessments should –
Be grounded in real-world applications, supplemented
as needed by more traditional school evidence
Provide useful feedback to the learner, be transparent,
and minimize secrecy
Be valid, reliable - aligned with the desired results of
Stage 1 (and fair)

194. Reliability: Snapshot vs.
Photo Album
We need patterns that overcome
inherent measurement error
Sound assessment (particularly of State
Standards) requires multiple evidence over time - a
photo album vs. a single snapshot

195. For Reliability &
Sufficiency:

196. For Reliability &
Sufficiency:
Varied types, over time:
authentic tasks and projects
academic exam questions, prompts, and problems
quizzes and test items
informal checks for understanding
student self-assessments

197. Ways to measure
student learning

198. Ways to measure
student learning
Standardized tests
Norm-referenced, criterion referenced

199. Ways to measure
student learning
Standardized tests
Norm-referenced, criterion referenced
Authentic assessments

200. Ways to measure
student learning
Standardized tests
Norm-referenced, criterion referenced
Authentic assessments
Teacher-made test

201. Ways to measure
student learning
Standardized tests
Norm-referenced, criterion referenced
Authentic assessments
Teacher-made test
Teacher-assigned grades

202. Ways to measure
student learning
Standardized tests
Norm-referenced, criterion referenced
Authentic assessments
Teacher-made test
Teacher-assigned grades
Performance assessments

203. Ways to measure
student learning
Standardized tests
Norm-referenced, criterion referenced
Authentic assessments
Teacher-made test
Teacher-assigned grades
Performance assessments
Standards based assessments

204. Ways to measure
student learning
Standardized tests
Norm-referenced, criterion referenced
Authentic assessments
Teacher-made test
Teacher-assigned grades
Performance assessments
Standards based assessments
Diagnostic testing

205. Norm-referenced Tests
Compares test performance of a school, group, or
individual with the performance of a norming group
(e.g. CAT, Iowa)

206. Criterion-Referenced
tests
Compares individuals performance to a set of
standards and not to the performance of other test
takers. (e.g. NHEIAP, NECAP)

207. Diagnostic Tests
Tests given to students to know the nature of a
student’s difficulty but not necessary the cause of
that difficulty.(e.g. Sped testing)

208. Performance
Assessments (p. 167+)
Measures skill and knowledge directly, e.g. if you
want students to learn to write, assess it on a
writing assignment
Advantages: measures process, can match state
standards, is a learning tool in and of itself,
provides reflection for students...

209. Working on and
Sharing PTs

210. GRASPS

211. GRASPS
G=Goals from the real world.

212. GRASPS
G=Goals from the real world.
R=Roles that are authentic and based in reality.

213. GRASPS
G=Goals from the real world.
R=Roles that are authentic and based in reality.
A=Audiences to whom students will present final products
and performances

214. GRASPS
G=Goals from the real world.
R=Roles that are authentic and based in reality.
A=Audiences to whom students will present final products
and performances
S=Situations involving a real-world conflict to be resolved,
decision to be made, investigation to be completed

215. GRASPS
G=Goals from the real world.
R=Roles that are authentic and based in reality.
A=Audiences to whom students will present final products
and performances
S=Situations involving a real-world conflict to be resolved,
decision to be made, investigation to be completed
P=Products and Performances culminating from the study

216. GRASPS
G=Goals from the real world.
R=Roles that are authentic and based in reality.
A=Audiences to whom students will present final products
and performances
S=Situations involving a real-world conflict to be resolved,
decision to be made, investigation to be completed
P=Products and Performances culminating from the study
S=Standards for evaluating project-based products and
performances

217. General guidelines for
Assessment

218. General guidelines for
Assessment
We need to look at more than just objective tests to assess
knowledge and skill

219. General guidelines for
Assessment
We need to look at more than just objective tests to assess
knowledge and skill
How do we design performances that enable us to make
precise judgment about the different parts of the
performance?

220. General guidelines for
Assessment
We need to look at more than just objective tests to assess
knowledge and skill
How do we design performances that enable us to make
precise judgment about the different parts of the
performance?
Try to have parallel versions of the same content across
different assessment formats.

221. General guidelines for
Assessment
We need to look at more than just objective tests to assess
knowledge and skill
How do we design performances that enable us to make
precise judgment about the different parts of the
performance?
Try to have parallel versions of the same content across
different assessment formats.
Given that a single application or product may or may not
link to larger goals, ask students to “show their work”, give
reasons for answers and show connections to larger ideas
in the answers.

222. Assessment from a
School or District
Perspective

223. What are the critical
elements of

224. What are the critical
elements of
Secured Assessments
No help is given, e.g. NECAP, NWEA
Norm Referenced vs. Criterion Referenced tests
NRTs: classify students from high to low in large sample-compared to other peers.
CRTs: student performance based against a criteria.

225. What are the critical
elements of
Secured Assessments
No help is given, e.g. NECAP, NWEA
Norm Referenced vs. Criterion Referenced tests
NRTs: classify students from high to low in large sample-compared to other peers.
CRTs: student performance based against a criteria.
Classroom embedded Assessments
Coming out of classroom activities

226. What are the critical
elements of
Secured Assessments
No help is given, e.g. NECAP, NWEA
Norm Referenced vs. Criterion Referenced tests
NRTs: classify students from high to low in large sample-compared to other peers.
CRTs: student performance based against a criteria.
Classroom embedded Assessments
Coming out of classroom activities
Composite Records
Best Works Portfolios (managed by students)
Progress Portfolios (managed by teachers)

227. Assessment within a school or
district-making data driven decisions

228. Assessment within a school or
district-making data driven decisions
Program and Curriculum Development
Making decisions on programs

229. Assessment within a school or
district-making data driven decisions
Program and Curriculum Development
Making decisions on programs
Child Specific
Making decisions about children

230. Assessment within a school or
district-making data driven decisions
Program and Curriculum Development
Making decisions on programs
Child Specific
Making decisions about children
School Climate
Making decisions about school climate

231. An Assessment
Philosophy

232. An Assessment
Philosophy
Assessment values what is taught and what students learn.

233. An Assessment
Philosophy
Assessment values what is taught and what students learn.
Assessment drives instruction for every student.

234. An Assessment
Philosophy
Assessment values what is taught and what students learn.
Assessment drives instruction for every student.
Assessment addresses the process and the product.

235. An Assessment
Philosophy
Assessment values what is taught and what students learn.
Assessment drives instruction for every student.
Assessment addresses the process and the product.
Assessment is both formal (e.g. standardized or published tests) and on going
(e.g. observation and anecdotal records

236. An Assessment
Philosophy
Assessment values what is taught and what students learn.
Assessment drives instruction for every student.
Assessment addresses the process and the product.
Assessment is both formal (e.g. standardized or published tests) and on going
(e.g. observation and anecdotal records
Assessment must be developmentally appropriate.

237. An Assessment
Philosophy
Assessment values what is taught and what students learn.
Assessment drives instruction for every student.
Assessment addresses the process and the product.
Assessment is both formal (e.g. standardized or published tests) and on going
(e.g. observation and anecdotal records
Assessment must be developmentally appropriate.
Assessment exists in multiple forms.

238. An Assessment
Philosophy
Assessment values what is taught and what students learn.
Assessment drives instruction for every student.
Assessment addresses the process and the product.
Assessment is both formal (e.g. standardized or published tests) and on going
(e.g. observation and anecdotal records
Assessment must be developmentally appropriate.
Assessment exists in multiple forms.
Assessment is used to evaluate programs and individual student progress.

239. An Assessment
Philosophy
Assessment values what is taught and what students learn.
Assessment drives instruction for every student.
Assessment addresses the process and the product.
Assessment is both formal (e.g. standardized or published tests) and on going
(e.g. observation and anecdotal records
Assessment must be developmentally appropriate.
Assessment exists in multiple forms.
Assessment is used to evaluate programs and individual student progress.
Assessment honors a “value-added” approach.

240. An Assessment
Philosophy
Assessment values what is taught and what students learn.
Assessment drives instruction for every student.
Assessment addresses the process and the product.
Assessment is both formal (e.g. standardized or published tests) and on going
(e.g. observation and anecdotal records
Assessment must be developmentally appropriate.
Assessment exists in multiple forms.
Assessment is used to evaluate programs and individual student progress.
Assessment honors a “value-added” approach.
Assessment enables student progress and program effectiveness to be shared
with the educational community.

241. ASSESSMENT MATRIX * HOPKINTON SCHOOL DISTRICT
2005-0 6
GRADE ASSESSMENT DESCRIPTION
K Observation Survey An early literacy assessment that assesses the following:
• Text Reading Level
• Letter Identification
• Concepts About Print
o D e m onstrate understanding of concepts about book handling and
conventions of printed language while teacher reads a book
• Word Test
o Read a list of 20 words
• Writing Vocabulary
o S t u dent has 10 minutes to write all the words he/she knows
• Hearing and Recording Sounds in Words
o S t u dent writes a dictated sentence which is scored by the number of
sounds hea r d
Write Traits Writing Assesses six important “traits” of writing: * Idea Development
Benchmark * Organization
* Voice
* Word Choice
* Sentence Fluency
* Conventions
1 DRA • The Developmental Reading Assessment provides teachers with a method
for assessing and documenting students' development as readers over time
within a literature-based instructional reading program.
• The DRA is designed to be used in elementary classrooms with rich literate
environments.
• The assessments are conducted during one-on-one reading conferences as
children read specially selected assessment texts. A set of 20 stories, which

242. 2 DRA See above
Write Traits Writing See above
Benchmark
MAP testing in The NWEA (Northwest Evaluation Association) MAP test provides teachers and
Reading and Math parents with a standardized assessment of a student’s ability. You can receive
significant results the same day (and much more not long after) and use the
information to drive your instruction. The test is taken by students on the computer.
This assessment is given both in the fall and spring.
3 DRA See above
Write Traits Writing See above
Benchmark
MAP testing in See above
Reading and Math
NECAP State assessment in Math and Reading/Language Arts-tested in the fall
4 DRA See above
Write Traits Writing See above
Benchmark
MAP testing in See above
Reading and Math
NECAP State assessment in Math and Reading/Language Arts-tested in the fall
NAEP National Assessment of Educational Progress-known as the “Nation’s Report Card”.
5 DRA See above
Write Traits Writing See above
Benchmark
MAP testing in See above
Reading and Math
NECAP State Assessment in Math, Reading/Language Arts, and in Writing-tested in the fall

243. 10 Selected MAP Primarily for Math IIs.
testing
NHEIAP State Assessment in Math and Reading/Language Arts-tested in the spring
PSAT/NMSQT PSAT/NMSQT stands for Preliminary SAT/National Merit Scholarship Qualifying
Test. It's a standardized test that provides firsthand practice for the SAT.
World Language
Assessment
11 SAT The Scholastic Aptitude Test (SAT) is a standard submission test that is used by
colleges around the country to help identify students who will succeed at a given
college.
Subject Tests (SAT Subject Tests (formerly SAT II: Subject Tests) are designed to measure student
II) knowledge and skills in particular subject areas, as well as the ability to apply that
knowledge.
Advanced Taken by students in A.P. courses in order to receive college credit.
Placement Tests
PSAT/NMSQT PSAT/NMSQT stands for Preliminary SAT/National Merit Scholarship Qualifying
Test. It's a standardized test that provides firsthand practice for the SAT. It also
provides an opportunity for National Merit scholarship programs.
ACT The ACT assesses high school students' general educational development and their
ability to complete college-level work.
World Language
Assessment

248. Lexiles
A system for measuring the difficulty of text.
Reading reports give Lexile scores
Check out Lexile.com

252. Uses of MAP data

253. Uses of MAP data
Benchmarking student performance in reading and math

254. Uses of MAP data
Benchmarking student performance in reading and math
Entry points of DI in reading and math

255. Uses of MAP data
Benchmarking student performance in reading and math
Entry points of DI in reading and math
Identification of PD for school/teachers

256. Uses of MAP data
Benchmarking student performance in reading and math
Entry points of DI in reading and math
Identification of PD for school/teachers
Construction of IEP goals and objectives

257. Uses of MAP data
Benchmarking student performance in reading and math
Entry points of DI in reading and math
Identification of PD for school/teachers
Construction of IEP goals and objectives
Cross comparison data with reading benchmarks

258. Uses of MAP data
Benchmarking student performance in reading and math
Entry points of DI in reading and math
Identification of PD for school/teachers
Construction of IEP goals and objectives
Cross comparison data with reading benchmarks
Selection of readability levels

259. Uses of MAP data
Benchmarking student performance in reading and math
Entry points of DI in reading and math
Identification of PD for school/teachers
Construction of IEP goals and objectives
Cross comparison data with reading benchmarks
Selection of readability levels
Conversation starters with parents, especially at parent
conferences

261. Part of assessment criteria to support pre-algebra
decision

262. Part of assessment criteria to support pre-algebra
decision
Used in RTI decisions, pre-referral meetings, Child
Study

263. Part of assessment criteria to support pre-algebra
decision
Used in RTI decisions, pre-referral meetings, Child
Study
Part of criteria to support admission to enrichment
reading

264. Part of assessment criteria to support pre-algebra
decision
Used in RTI decisions, pre-referral meetings, Child
Study
Part of criteria to support admission to enrichment
reading
Conversation at PD planning meetings with
Principal and teacher.

265. Part of assessment criteria to support pre-algebra
decision
Used in RTI decisions, pre-referral meetings, Child
Study
Part of criteria to support admission to enrichment
reading
Conversation at PD planning meetings with
Principal and teacher.
Part of the placement puzzle

266. If time…the
Qualitative side of
Assessment-Digital
Portfolios

267. STAGE 3
Planning for Learning

268. Basics of Stage 3

269. Basics of Stage 3
EQ’s: What do learners need, given the desired
results? What is the best use of time spent in and
out of the classroom, given the performance goals?

270. Basics of Stage 3
EQ’s: What do learners need, given the desired
results? What is the best use of time spent in and
out of the classroom, given the performance goals?
Think less about the teachings and more about
the learnings. What does this mean?

271. Basics of Stage 3
EQ’s: What do learners need, given the desired
results? What is the best use of time spent in and
out of the classroom, given the performance goals?
Think less about the teachings and more about
the learnings. What does this mean?
Ongoing assessment is crucial.

272. What are the best components of a good
lesson plan?

273. What are the best components of a good
lesson plan?
Clear performance goals

274. What are the best components of a good
lesson plan?
Clear performance goals
Hands-on approach

275. What are the best components of a good
lesson plan?
Clear performance goals
Hands-on approach
Focus on interesting and important ideas, questions, issues, problems

276. What are the best components of a good
lesson plan?
Clear performance goals
Hands-on approach
Focus on interesting and important ideas, questions, issues, problems
Real world applications; “change the world!”

277. What are the best components of a good
lesson plan?
Clear performance goals
Hands-on approach
Focus on interesting and important ideas, questions, issues, problems
Real world applications; “change the world!”
Powerful feedback; trial and error

278. What are the best components of a good
lesson plan?
Clear performance goals
Hands-on approach
Focus on interesting and important ideas, questions, issues, problems
Real world applications; “change the world!”
Powerful feedback; trial and error
Personalized approach (D.I., M.I.), Variety in methods, grouping, tasks

279. What are the best components of a good
lesson plan?
Clear performance goals
Hands-on approach
Focus on interesting and important ideas, questions, issues, problems
Real world applications; “change the world!”
Powerful feedback; trial and error
Personalized approach (D.I., M.I.), Variety in methods, grouping, tasks
Clear models and modeling

280. What are the best components of a good
lesson plan?
Clear performance goals
Hands-on approach
Focus on interesting and important ideas, questions, issues, problems
Real world applications; “change the world!”
Powerful feedback; trial and error
Personalized approach (D.I., M.I.), Variety in methods, grouping, tasks
Clear models and modeling
Time set aside for reflection

281. What are the best components of a good
lesson plan?
Clear performance goals
Hands-on approach
Focus on interesting and important ideas, questions, issues, problems
Real world applications; “change the world!”
Powerful feedback; trial and error
Personalized approach (D.I., M.I.), Variety in methods, grouping, tasks
Clear models and modeling
Time set aside for reflection
Safe environment for taking risks

282. WHERETO

283. WHERETO
W: Ensure that students understand WHERE the unit is headed
and WHY

284. WHERETO
W: Ensure that students understand WHERE the unit is headed
and WHY
H: HOOK students in the beginning and HOLD their attention
throughout

285. WHERETO
W: Ensure that students understand WHERE the unit is headed
and WHY
H: HOOK students in the beginning and HOLD their attention
throughout
E: EQUIP students with necessary experiences, tools,
knowledge to meet performance goals

286. WHERETO
W: Ensure that students understand WHERE the unit is headed
and WHY
H: HOOK students in the beginning and HOLD their attention
throughout
E: EQUIP students with necessary experiences, tools,
knowledge to meet performance goals
R: Provide students with opportunities to RETHINK, REFLECT,
and REVISE

287. WHERETO
W: Ensure that students understand WHERE the unit is headed
and WHY
H: HOOK students in the beginning and HOLD their attention
throughout
E: EQUIP students with necessary experiences, tools,
knowledge to meet performance goals
R: Provide students with opportunities to RETHINK, REFLECT,
and REVISE
E: Build in opportunities for students to EVALUATE progress and
self-assess

288. WHERETO
W: Ensure that students understand WHERE the unit is headed
and WHY
H: HOOK students in the beginning and HOLD their attention
throughout
E: EQUIP students with necessary experiences, tools,
knowledge to meet performance goals
R: Provide students with opportunities to RETHINK, REFLECT,
and REVISE
E: Build in opportunities for students to EVALUATE progress and
self-assess
T: Be TAILORED to reflect individual talents, interests.

289. THE HOOK

290. THE HOOK
Often the first activity.

291. THE HOOK
Often the first activity.
This motivates and interests the students.

292. THE HOOK
Often the first activity.
This motivates and interests the students.
May be unusual, even outlandish.

293. THE HOOK
Often the first activity.
This motivates and interests the students.
May be unusual, even outlandish.
An activity that you will come back to often during
the course of the unit.

294. WHO AM I AS A
LEARNER?

295. What is my learning
style?

296. What is my learning
style?

297. Teaching Modalities
Auditory
Visual
Kinesthetic

298. What is Differentiation?
It is “classroom practice that looks eyeball to
eyeball with the reality that kids differ, and the most
effective teachers do whatever it takes to hook
the whole range of kids on learning.
-Tomlinson (2001)

299. Comment from a course
eval written by a 7th
“I like this class because there’s something different
going on all the time. My other classes, it’s like
peanut butter for lunch every single day. This class,
it’s like my teacher really knows how to cook. It’s
like she runs a really good restaurant with a big
menu and all.”

300. Differentiation is a synthesis of what research has taught us
about how students learn best and how best to teach them .
Curriculum and Instruction
Educational Psychology
Brain Research
Motivation
Best Teaching Practices from
Special Ed
Reading
Gifted Education
Etc.

302. Through a variety of inst. strategies
MI
Jigsaw
Organizers
Varied Texts
Lit Circles
Learning Contracts
Small Group Instruction
Independent Study
Questioning strategies
Interest centers
Varied homework
Compacting

303. What should be diff. in a
UbD unit?

304. What should be diff. in a
UbD unit?
NOT DIFF.: Established goals, EU’s and EQ’s;

305. What should be diff. in a
UbD unit?
NOT DIFF.: Established goals, EU’s and EQ’s;
DIFF: Performance Tasks, Other evidence, Lessons.

306. What should be diff. in a
UbD unit?
NOT DIFF.: Established goals, EU’s and EQ’s;
DIFF: Performance Tasks, Other evidence, Lessons.
PERHAPS DIFF.: Knowledge and Skills

307. Teaching Method/Retention
ME)
(from National Training Labs; Bethel
TEACHING METHOD RETENTION RATE
Lecture 5%
Reading 10%
Audio-Visual 20%
Demonstration 30%
Discussion Group 50%
Practice by Doing 75%
Teach Others-Immediate
Use of Learning
90%

308. Key Principles of A Diff.
Classroom from The Differentiated Classroom by Carol Ann Tomlinson

309. Key Principles of A Diff.
Classroom from The Differentiated Classroom by Carol Ann Tomlinson
The teacher is clear about what matters in subject matter.

310. Key Principles of A Diff.
Classroom from The Differentiated Classroom by Carol Ann Tomlinson
The teacher is clear about what matters in subject matter.
The teacher understands, appreciates, and builds upon student
differences.

311. Key Principles of A Diff.
Classroom from The Differentiated Classroom by Carol Ann Tomlinson
The teacher is clear about what matters in subject matter.
The teacher understands, appreciates, and builds upon student
differences.
Assessment and Instruction are inseparable.

312. Key Principles of A Diff.
Classroom from The Differentiated Classroom by Carol Ann Tomlinson
The teacher is clear about what matters in subject matter.
The teacher understands, appreciates, and builds upon student
differences.
Assessment and Instruction are inseparable.
The teacher adjusts content, process and product in response to student
readiness, interests, and learning profile.

313. Key Principles of A Diff.
Classroom from The Differentiated Classroom by Carol Ann Tomlinson
The teacher is clear about what matters in subject matter.
The teacher understands, appreciates, and builds upon student
differences.
Assessment and Instruction are inseparable.
The teacher adjusts content, process and product in response to student
readiness, interests, and learning profile.
All students participate in respectful work.

314. Key Principles of A Diff.
Classroom from The Differentiated Classroom by Carol Ann Tomlinson
The teacher is clear about what matters in subject matter.
The teacher understands, appreciates, and builds upon student
differences.
Assessment and Instruction are inseparable.
The teacher adjusts content, process and product in response to student
readiness, interests, and learning profile.
All students participate in respectful work.
Students and teachers are collaborators in learning.

315. Key Principles of A Diff.
Classroom from The Differentiated Classroom by Carol Ann Tomlinson
The teacher is clear about what matters in subject matter.
The teacher understands, appreciates, and builds upon student
differences.
Assessment and Instruction are inseparable.
The teacher adjusts content, process and product in response to student
readiness, interests, and learning profile.
All students participate in respectful work.
Students and teachers are collaborators in learning.
Goals of a diff. classroom are maximum growth and individual success.

316. Final Thoughts
Borrow what makes sense from UbD-what can you
immediately put into practice?
Call or email anytime:
wcarozza@hopkintonschools.org
Harold Martin School: 746-3473
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