Going+Beyond+UbD+and+DI+_The+Teaching+for+IMPACT+Model

Sara Simmons & Jane Huffman University of North Carolina at Pembroke
 * Going Beyond UbD and DI: The Teaching for IMPACT Model**

See attached handouts—great visuals and lesson plan form











Teachers have to address lots of needs: Cultural and Language Differences Achievement Differences

Implications: Teachers must meet the challenge of being responsive and supportive.

Responsive Teaching: A philosophy of teaching and learning, not a recipe. Essential Components: Who we teach What we teach How we teach Where we teach

When designing a unit, what comes first?

UbD Traditional Unit Design—Goals, Activities, Assessment Backward Unit Design—Goals, Assessment, Activities


 * 1) Identify Desired Results—What should students, know, understand, be like, and be able to do:
 * 2) Curriculum Goals—enduring understandings, essential questions, key knowledge, dispositions, and skills
 * 3) Determine acceptable evidence—What is the evidence of understanding?, What kinds of assessment tasks must anchor the unit?
 * 4) Design the learning unit—What teaching and learning experiences will equip all students to develop and demonstrate desired understandings

Does one learning plan fit all students equally well?

Differentiated Instruction ê Engage learners in respectful curriculum ê Personalize learning for each child

How do I integrate these two ideas together? (see attached handouts as well) National Level (developed by professional organizations), State Level (curriculum guides, Local Level (pacing guides) Enduring Understandings—the big ideas Essential Questions—what questions guide you and the student (open-ended, provocative: designed to guide student inquiry and focus instruction) Knowledge, Dispositions, and Skills—what should students, be like, and be able to do? Types of Evidence—formative and summative (performance tasks—apply knowledge, academic prompts, quizzes, tests, informal checks, student self-assessment and reflections Criteria for evaluation of student work Scoring Tools (rubrics) How do I teach for understanding? What to teach and How to teach it -alignment with assessment -use multiple strategies -flexible grouping -engagement -effectiveness (what are most effective strategies to reach goal) Sequence of Learning Activities Resources and Materials Strategies for Differentiation Differentiation of: Content (curriculum) Products (assessment) Activities (instruction) Differentiation by: Readiness Learning Profile Interests How do I ensure that students REALLY understand? Six Facets of Understanding (Wiggins and McTighe) New Bloom’s taxonomy Marzano’s taxonomy Curriculum Mapping Parallel Curriculum
 * I**dentification of Goals
 * M**apping the Essentials
 * P**lanning for Assessment
 * A**ctivities for Learning
 * C**onsideration of Diversity
 * T**eaching for Understanding