Curriculum Design
Planning for instruction
Agenda
 Review Bloom’s
 Review M.I.
 Differentiation
Bloom’s Taxonomy
 Knowledge – remember previously learned
info
 Comprehension – demonstrate
understanding
 Application – apply knowledge
 Analysis – break down, find similarities
 Synthesis – create new ideas
 Evaluation – defend, argue, evaluate
Bloom’s New & Old
Example of a Bloom’s
Lesson
 What have you done in the past?
 What can you do with the winter
curriculum?
Multiple Intelligences

Logical-mathematical – logic, reasoning, #s

Spatial – visualize, spatial judgment

Linguistic – good w/ words, languages, stories

Bodily-kinesthetic – physical action

Musical – sounds, rhythms, tones, music

Interpersonal – interacting with others

Intrapersonal – self-reflective capacities

Naturalistic – relating to nature

Existential – spiritual or religious
Where do you land?
 http://www.literacyworks.org/mi/assessment
/findyourstrengths.html
Where did you land?
D.I. Defined
 “is a framework or philosophy for effective
teaching that involves providing students with
different avenues to acquiring content; to
processing, constructing, or making sense of
ideas; and to developing teaching materials
and assessment measures so that all students
within a classroom can learn effectively,
regardless of difference in ability” Wikipedia
2013
 Teaching one concept at multiple levels
(interest, ability, readiness)
 Integrates constructivist learning theory
(schema)
DI for Interest
 How or what they would prefer to learn
 Playing on intrinsic motivation
 Includes hobbies, likes, dislikes
DI for Learning Profile
 Includes social/emotional factors, learning
style, Multiple Intelligences
 46% K-12 students are visual learners
 35% K-12 students are kinesthetic learners
 19% K-12 students are auditory learners
 Don’t change the work load, change the
nature of the assignment
DI for Readiness
 Where are they coming in at, previous
knowledge
 Includes skills, content, concepts
 Assisted with pre-test, prior understanding of
students
Examples of DI activities
 Goal: to create assignments that are meaningful
and fairly independent so you can roam to help,
utilizing Bloom’s Taxonomy & Multiple
Intelligences
 Tic-tac-toe
 Cube
 Menu
 3,2,1’s
 Incorporate music, movement, art, story telling
Examples of DI
 Exit Cards
 Student Menu
 Matrix
Assessment
 Assessment is key to DI!
 Pre-assessment allows you to know where
they are coming from
 Formative assessment is checking in on how
they are doing
 Summative assessment give you the final
picture
How to DI
 1. Identify your objectives, standards,
outcomes
 2. Any unique needs in your group?
 3. Design assessment
 4. Do pre-assessment
 5. Adjust assessment or objective based on
results
How to DI cont.
 Design experience based on pre-
assessment, previous knowledge of students,
resources, etc.
 Create lessons
 Conduct lessons
 Adjust based on formative assessment
 Conduct formal assessment
 Reflect
Teachers can
differentiate
 Content
 Process
 Product
 Affect (social learning environment)
 Learning Environment
Your task...
 In groups of 2, take an activity from our
curriculum and differentiate it.
 You can define who and how you are
differentiating it.
 We’ll meet back later for you to share!
Backward Design
 1. What big ideas and skills should students
leave knowing?
 2. What counts as evidence that they really
learned this?
 3. What learning experiences will get them
there?