Snapshot: In today’s world of content standards and high-stakes tests, it’s easier than ever to lose sight of what you most want your students to learn–the big ideas and essential questions that help them make sense of what otherwise might seem like a loose assortment of unrelated facts.
It’s all the more challenging because students in today’s classrooms vary widely in their academic readiness, interests, and learning profiles. Teachers must make sure that instruction is not only relevant and engaging, but is tailored to meet the diverse achievement levels, interests, and learning styles of their students.
Jay McTighe, co-author of the Understanding by Design series (including Differentiated Instruction and Understanding by Design is the featured speaker this special Educational Research Newsletter webinar.
Jay’s presentation will explore the connections between the backward design process of UbD and differentiation. Learn how to address content standards in rich and authentic ways and how to be responsive to the diversity of learners in the classroom.
- How “backward design” informs differentiation
- How to ensure that classes are relevant and engaging for struggling learners andadvanced learners
- How to decide what types of differentiated instruction are needed
- A 3-stage model for developing units and assessment that focus on deepening students’ understanding of important ideas
- How to effectively use pre- and on-going assessments to guide teaching and inform needed differentiation
If you are already familiar with Jay’s work, you won’t want to miss this opportunity to refine your use of the Understanding by Design principles and to expose your staff members to Jay’s important and vital ideas.
If you are new to Understanding by Design, this is a special opportunity to learn about Jay’s groundbreaking thinking and find out how to put it to work in better differentiating instruction for your students.