Technology Resources for Differentiated Instruction and Understanding By Design

1
Technology Resources for Differentiated
Instruction and Understanding By Design

• Differentiating Instruction and Understanding by
  Design Powerful Keys to Student Learning
• September 9, 2005
• Jann H. Leppien, Ph.D.
• University of Great Falls
• jleppien_at_mt.net

2
Workshop Agenda

1. The Technology and Differentiation Connection
2. Seeking Clarity in the Instructional Unit-UBD
   Resources
3. Finding Alternative Lessons Using Professional
   Organizations
4. Telecollaborative Projects
5. Webquests
6. Graphic Organizers
7. Think Like an Ologist-Process Support Tools
8. Assessment Protocols

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Technology and Differentiation

• Provides students with opportunities to share
  experiences with other students
• Assists teachers in locating curricular
  experiences to attend to student interest,
  readiness, and learning preference
• Extends the application of lessons to real world
• Simulates problem solving used by scientists,
  mathematician, etc.
• Enhances text-based curriculum
• Engages students in process-application
  activities

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• Find sources of information that are appropriate
  for students who may have difficulty reading.
  Some examples are visitations, interviews,
  photographs, pictorial histories, films,
  lectures, or experimentation. Remember, these
  children do not want the curriculum to be less
  challenging or demanding. Rather, they need
  alternative ways to receive the information.
• Provide advanced organizers to help students
  receive and communicate information. Students who
  have difficulty organizing and managing time also
  benefit from receiving outlines of class
  lectures, study guides, and a syllabus of topics
  to be covered. Teach students who have difficulty
  transferring ideas to a sequential format on
  paper to use brainstorming and webbing to
  generate outlines and organize written work.
• Provide management plans in which tasks are
  listed sequentially with target dates for
  completion. Finally, provide a structure or
  visual format to guide the finished product. A
  sketch of an essay or science project board will
  enable these students to produce a well-organized
  product.

STRATEGIES
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• Use technology to promote productivity.
  Technology has provided efficient means to
  organize and access information, increase
  accuracy in mathematics and spelling, and
  enhance the visual quality of the finished
  product. In short, it allows students with
  learning disabilities to hand in work of which
  they can feel proud.
• Offer a variety of options for communication of
  ideas. Writing is not the only way to
  communicate all learning can be expressed and
  applied in a variety of modes. Slides, models,
  speeches, mime, murals, and film productions are
  examples. Remember, however, to offer these
  options to all children. Alternate modes should
  be the rule rather than the exception.
• Help students who have problems in short-term
  memory develop strategies for remembering. The
  use of mnemonics, especially those created by
  students themselves, is one effective strategy to
  enhance memory. Visualization techniques have
  also proved to be effective.

STRATEGIES
http//www.goknow.com/Products.html
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Seeking Clarity in an Instructional Unit of Study
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Planning a Focused Curriculum
Means Clarity About
What Students Should

• Facts (Columbus came to the New World
• Vocabulary (voyage, scurvy)
• Concepts (exploration, change)
• Principles/Generalizations (Change can be both
  positive and negative. Exploration results in
  change. Peoples perspectives affect how they
  respond to change).
• Skills
• Basic (literacy, numeracy)
• Thinking (analysis, evidence of reasoning,
• questioning)
• Of the Discipline (graphing/math/social
• studies)
• Planning (goal setting use of time)
• Social

Know
Understand
Be Able to Do
As a Result of a Lesson, Lesson Sequence, Unit,
and year
In general, these are held steady as a core for
nearly all learners in a differentiated classroom
Exception--linear skills and information which
can be assessed for mastery in the sequence (e.g.
spelling)
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Know
These are the facts, vocabulary, dates, places,
names, and examples you want students to give
you. The know is massively forgettable.
Teaching facts in isolation is like trying to
pump water uphill. Carol Tomlinson
9
Understand
Major Concepts and Subconcepts
These are the written statements of truth, the
core to the meaning(s) of the lesson(s) or unit.
These are what connect the parts of a subject to
the students life and to other subjects. It is
through the understanding component of
instruction that we teach our students to truly
grasp the point of the lesson or the
experience. Understandings are purposeful. They
focus on the key ideas that require students to
understand information and make connections while
evaluating the relationships that exit within the
understandings.
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Turning Ideas into Essential Questions or
Inquiries

• How does what we say and do reveal our
  personality?
• How do people know what we think?
• What is the difference between main idea and
  theme?
• How does geographic location shape cultural
  beliefs?
• How does the position and power of a number
  determine its value?
• How does art shape a culture?
• How does culture shape art?
• What relationship exists between friction and
  distance a car travels?

Are open-ended questions that drive
investigations of topics and ideas toward
conceptual levels of understanding. They assist
the curriculum writer by framing the activities
and lessons that lead students toward
understanding.
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Essential Questions, Inquiries, and Ponderings
Grappling with Ideas
In what ways do effective writers hook and hold
their readers? How do an organisms structure
and behavior patterns enable it to survive in its
environment? In what ways does art reflect
culture as well as shape it? How does
geographical location shape a culture? How do
artists choose tools, techniques, and materials
to express their Ideas?
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Able to Do
Skills
These are the basic skills of any discipline,
such as the thinking skills of analyzing,
evaluating, synthesizing, or planning the
skills of being an independent learner the
skills of setting and following criteria and
the skills of using the tools of knowledge such
as adding, dividing, understanding multiple
perspectives, following a timeline, calculating
latitude, or following the scientific
method. The skill portion encourages the
students to think like the professionals who
use the knowledge and skill daily as a matter of
how they do business. This is what it means to
be like a doctor, a scientist, a writer or an
artist.
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Process Skills/Methodologies of a Discipline

• Thinking skills used by students to construct
• meaning of the big ideas.
• Compare and contrast Making an observation
• Gathering data Drawing conclusions
• Analyzing data Identifying trends
• Identifying sequences Stating hypotheses
• Making inferences Developing questions
• Identifying point of view Determining bias
• Making predictions Summarizing data
• Categorizing Classifying
• Sequencing Developing criteria
• Making a decision Evaluating solutions
• How to chart stars How to use a compass
• How to identify a tree Determining authenticity

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How Does the Internet Assist You in Locating the
Know, Understand, and Be Able to Do?

• Take the Unit Framework and look at the
  categories of knowledge it requires you to
  identify for an instructional unit. Do you ever
  have trouble generating the big ideas for the
  instructional unit? How can you harness the
  Internet to locating some of these knowledge
  levels? Where might you go to seek clarity on
  the skills used by the discipline? Now take an
  idea for a unit that you are thinking about and
  lets play with it during this work session.
• Identify a topic or unit idea.
• Generate the concepts for the unit.
• Consider the essential ideas that students will
  come to understand from this unit of study.
• Turn those understandings into essential
  questions that probe the how and why, and yes the
  what.
• Identify the factual knowledge that students will
  acquire.
• Consider the skills that students will use to use
  to make sense of the essential understandings.
• Align this with the standards that you plan to
  use.
• Keep the differentiation elements in your head as
  you plan instructional activities and performance
  tasks that align to your framework.
• Align your assessment plan to your instructional
  goals.

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Understanding by Design Templates and Support
Resources
Northwest Regional Professional Development
Program
http//www.washoe.k12.nv.us/hr/rpdp/SISinstruct.ht
m
Understanding by Design Exchange
http//www.ubdexchange.org/resources.html
Understanding by Design Resources and Templates
http//www.benjaminschool.com/ubd/
Authentic Education
http//www.grantwiggins.org/UbdWebLinks.html
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Looking for the Big Ideas
Compendium of Online Standards
http//www.mcrel.org/standards2Dbenchmarks/
Teaching for Understanding in the Visual and
Performing Arts
http//artsedge.kennedy-center.org/content/3646/
Wikipedia
http//en.wikipedia.org
http//www.fhs.fuhsd.org/acad_websites/english/wor
ldlit/crimes/teacher.html
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Six Facets of Understanding

• 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.

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ExplanationWhy is that so? What explains such
events? What accounts for such action? How can we
prove it? To what is this connected? How does
this work? What is implied?
Write letters home describing what pioneer life
is really like vs. what you expected. Write a
newspaper editorial in a 1777 newspaper Was the
break with England inevitable? Describe the role
of silence in music. Develop a troubleshooting
guide for an electric circuit system.
Call on students to explain, justify, generalize,
predict, support, verify,prove, and substantiate.
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InterpretationWhat does it mean? Why does it
matter? What of it? What does it illustrate or
illuminate in human experience? How does it
relate to me? What makes sense?
Read and interpret real-life journals and stories
of pioneers to infer from vocabulary and images
what life was really like. Assume the role of
an electrical sub- contractor Interpret and
analyze the wiring drawings for building a
house. Whats wrong with Holden? Make sense
of the main character in Catcher in The Rye.
Call on students to interpret, translate, make
sense of, show the significance or, decode, and
make a story meaningful.
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ApplicationHow and where can we use this
knowledge, skill, or process? How should my
thinking and action be modified to meet the
demands of this particular situation?
Create a museum exhibit in which photos and
facsimile artifacts tell the story of the
hardships of pioneer life. Build a working set
of switches for a model railroad
layout. Perform a chemical analysis of local
stream water to monitor EPA compliance, and
present findings.
Call on students to put ideas to a new use or
apply the concepts, principles, or skills to a
new situation.
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PerspectiveFrom whose point of view? From which
vantage point? What is assumed or tacit that
needs to be made explicit and considered? What is
justified or warranted? Is there adequate
evidence? Is it reasonable? What are the
strengths and weaknesses of the idea? Is it
plausible? What are its limits? So what?
Read and discuss The Real Story of the Three
Little Pigs by A. Wolf. AC or DC? Argue the
merits of each type of current for various
users? Stage a debate between settlers and
Native Americans on the effects of western
settlement.
Call on students to generate reasons for varying
points of view argue, compare/contrast, and
criticize.
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EmpathyHow does it seem to you? What do they
see that I dont? What do I need to experience
if I am to understand? What was the artist or
performer feeling, seeing, and trying to make me
feel and see?
Write a series of simulated letters back
and forth between relatives in America
and England during the pre-Revolutionary
war, war, and post-war era. Write a letter to
relatives back east describing the death of
pioneer neighbors. Create an imaginary diary
entry-A day in the life of an electron.
Call on students to assume the role of express
emotions related to consider imagine and
relate.
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Self-KnowledgeHow does who I am shape my views?
What are the limits of my understanding? What are
my blind spots? What do I now know?
Journal writing What would I fight for? Develop
a mathematical resume with a brief description
of your intellectual strengths and
weaknesses. Keep a log of your reactions to the
concerns expressed by the Pilgrims.
Call on students to express new insight
self-evaluate reflect prove that you realize
that.
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Explanation
Interpretation
Application
Topic/Idea
Perspective
Empathy
Self-Knowledge
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• Differentiation Strategies
• Webquests
• Filamentality
• Telecollaborative Research Opportunities
• Graphic Organizers
• Assessments (Scholarly Levels)
• Primary Sources (Document-Based Questions)
• Performance Tasks
• Student Research

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Differentiating Instruction Rules of Thumb

• Be clear on the key concepts, principles, and
  generalizations that give meaning and structure
  to the topic, chapter, unit, or lesson you are
  planning.
• Lessons for all students should emphasize
  critical thinking.
• Lessons for all students should be engaging and
  respectful.
• In a differentiated classroom, there should be a
  balance between student-selected and
  teacher-assigned tasks and working arrangements.

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What is Differentiated Instruction?

• Its teaching with student variance in mind.
• Its starting where the kids are rather than with
  a standardized approach to teaching that assumes
  all kids of a given age or grade are essentially
  alike.
• Its responsive teaching rather than
  one-size-fits-all teaching.

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What is Differentiated Instruction?

• It means teachers proactively plan varied
  approaches to what students need to learn, how
  they will learn it, and/or how they will show
  what they have learned in order to increase the
  likelihood that each student will learn as much
  as possible.
• Its a way of thinking about the classroom with
  the goals of honoring each students learning
  needs and maximizing each students learning
  capacity while developing a solid community of
  learners.

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What is Differentiated Instruction?

• Its a teacher reacting responsively to a
  learners needs.
• Its shaking up the classroom so students have
  multiple options for taking in information,
  making sense of ideas, and expressing what they
  learn.

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Differentiation Elements

• STUDENT TRAITS
• Readiness
• Interest
• Learning Profile
• Affect

• CLASSROOM ELEMENTS
• Content
• Process
• Product
• Learning Environment

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Differentiation Elements

• STUDENT TRAITS
• Academic Readiness

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It begins with pre-assessment!
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An Example of a Concept Map
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Differentiation of Instruction
Concept Map
is a teachers response to learners needs
guided by general principles of differentiation,
such as
teachers students collaborating in learning
clarity of learning goals
ongoing assessment adjustment
respectful tasks
flexible grouping
Teachers can differentiate
process
product
content
according to
readiness
interests
learning profile
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Less-Developed Readiness Level

• Students with less-developed readiness may need
• someone to help them identify and make up gaps in
  their learning so they can move ahead
• more opportunities for direct instruction or
  practice
• activities or products that are more structured
  or more concrete, with fewer steps , closer to
  their own experiences, and calling on simpler
  reading skills or
• a more deliberate pace of learning.
• C.A. Tomlinson, 1999, p. 11

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Advanced Readiness Level

• Advanced students may need
• to skip practice with previously mastered skills
  and understandings
• activities and products that are quite complex,
  open-ended, abstract, and multifaceted, drawing
  on advanced reading material or
• A brisk pace of work, or perhaps a slower pace to
  allow for greater depth of exploration
• C.A. Tomlinson, 1999, p. 11

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Differentiation Elements

• STUDENT TRAITS
• Interests

Creative Learning Press
www.creativelearningpress.com
38
Sample ItemsImagine that you can spend a week
job shadowing any person in your community to
investigate a career you might like to have in
the future. List the occupations of the persons
you would select.1st choice ____________________
__2nd choice______________________3rd choice
______________________
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Sample Items (Secondary Interest-A-Lyzer)If
you could conduct an interview with a man or
woman you admire, past or present, who would it
be? What 3 questions would you ask him or
her?1. ____________________________________2.
____________________________________3.
____________________________________
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Differentiation Elements

• STUDENT TRAITS
• Learning Profiles

• Sample Items from the Learning Style Inventory
  (LSI)
  Really Dislike..Really Like
• Being a member of a panel that 1 2 3 4 5
• is discussing current events
• Working on your own to prepare 1 2 3 4 5
• material you will discuss in class

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How Do You Like to Learn?Directions Use the
questions below to guide your writing about your
learning preferences. This information will be
helpful to be as a teacher in understanding how
you best learn.

1. Do you study best when it is quiet or can you
   ignore the noise of other people talking while
   you are working?
2. Do you prefer working at a table or desk, on the
   floor, or in some other space?
3. Is it important for you to work hard? Why?
4. Do you work on an assignment until it is
   completed, or do you get frustrated with your
   work and do not finish it.
5. When an assignment is given, do you like to have
   exact steps on how to complete it or do you
   prefer creating your own steps on how to complete
   it.
6. Do you prefer working by yourself, in pairs, or
   in groups?
7. Do you like to have unlimited amount of time to
   work on an assignment or do you prefer to have a
   certain amount of time to work on an assignment?
8. Do you like to learn by moving and doing or while
   sitting at your desk?
9. Do you set your own time schedule for completing
   assignments or do you prefer to have someone
   assist you in keeping yourself on schedule?
10. What other things should I know about you as a
    learner?

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Create Your Own Surveys

• SurveyMonkey
• This software allows you to design professional
  online surveys.
• http//www.surveymonkey.com

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In other words . . . . .

• In the early stages of differentiation, its
  helpful to think about using student readiness,
  interest, and learning profile to differentiate
  content, process, and product. Tomlinson. 2001
  How to Differentiate Instruction. . . (page
  66)
• In differentiated classrooms, teachers
  continually assess student readiness, interest,
  learning profile, and affect. Teachers then use
  what they learn to modify content, process,
  product, and the learning environment to ensure
  maximum learning for each member of the class.
  Tomlinson. 2004 Fulfilling . . . (page 6)

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Differentiating the ContentFinding Alternative
Lessons Using Professional Organizations
NSTA National Science Teachers Association http
//www.nsta.org
http//www.nctm.org
http//www.ncss.org
http//artsedge.kennedy-center.org/
45
Differentiating the Content Finding Alternative
Lessons
http//www.econedlink.org/
http//edsitement.neh.gov/
http//www.readwritethink.org/
http//www.sciencenetlinks.com/
National Geographic XPEDITIONS http//www.national
geographic.com/xpeditions/
46
Differentiating Content and Process
http//www.marcopolo-education.org/
http//www.nytimes.com/learning/
http//eduscapes.com/
http//www.timeforkids.com/TFK/index.html
47
Differentiating the Content Finding Alternative
Lessons
http//www.enc.org http//www.enc.org/focus/differ
entiated/
http//memory.loc.gov
http//www.dohistory.org/home.html
http//www.learner.org/teacherslab/math/patterns/i
ndex.html
http//historymatters.gmu.edu/
48
Differentiating the Content Finding Alternative
Lessons
http//www.pbs.org/teachersource/arts_lit/high_vis
ual.shtm
http//www.my-ecoach.com/resources/litconnect.html

Mathematics, Science, History/Social Studies,
Language Arts http//www.score.k12.ca.us/
49
Differentiating the Content and ProcessWhat is a
Telecollaborative Project?
A telecollaborative project is an educational
project that involves sharing information with
another person or group of people over the
internet. Telecollaborative projects range from
setting up simple keypal relationships between
your students and another class to involving many
classrooms and experts from around the world in
an information-gathering project that requires a
collaborative effort.
IECC (Intercultural Email Classroom Connections)
connects educators seeking classroom
collaboration worldwide.
http//www.teaching.com/index.cfm
http//www.teaching.com/act/
50
Telecollaborative Projects
http//k12science.ati.stevens-tech.edu/collabprojs
.html
http//www.iearn.org/projects/index.html
http//ll.terc.edu/toplevel/home.cfm
http//www.eduplace.com/projects/index.html
51
Collaborative Projects
Global Schoolhouse http//www.gsn.org/gsh/pr/index
.cfm
http//www.learner.org/jnorth/
52
Differentiating the Content, Process, and
Product Uses of Webquests
Learning Center Activities Hook the computer up
to your TV to use as a station. Find
webquests that help students process the
Big Ideas in your curricular unit.
Tiered Assignments Locate 3 different webquests
at varying levels of complexity that help
students apply the units skills or ideas.
Anchor Activity for Research Create your own
Filamentality site to assist students in
carrying out their research.
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The Power of WebquestsAccording to Bernie Dodge
(1997), a webquest is an inquiry-oriented
activity in which students interact with
information gleaned primarily from resources on
the Internet.
http//webquest.sdsu.edu/
http//www.ozline.com/webquests/intro.html
http//www.kn.pacbell.com/ Check out the digital
dozen and Filamentality
Webquest Design Patterns http//webquest.sdsu.edu/
designpatterns/HS/t-webquest.htm
54
http//projects.edtech.sandi.net/staffdev/building
blocks/p-index.htm/
Webquests as Powerful Teaching Tools in Math and
Science http//www.enc.org/features/focus/archive/
webquests/
http//wcvt.com/7Etiggr/
Bones and the Badge Webquest http//projects.edtec
h.sandi.net/kearny/forensic/index.htm
http//studenthome.nku.edu/webquest/gabbard/index
.htm
http//www.internet4classrooms.com/tide.htm
55
A Creative Encounter of the Numerical Kind
http//studenthome.nku.edu/webquest/gabbard/index
.htm
Other Webquests
http//studenthome.nku.edu/webquest/
Romeo and Juliet Webquest
http//www.manteno.k12.il.us/webquest/high/Languag
eArts/RomeoandJuliet/mainframe.html
Author Studies
http//www.carolhurst.com/profsubjects/authorstudi
es.html
56
ThinkQuests
http//www.thinkquest.org/
Peace Makers and Breakers http//library.thinkques
t.org/TQ0312702/
Of Mind and Matter The Mystery of the Human
Brain http//library.thinkquest.org/TQ0312238/cgi-
bin/view.cgi
57
Differentiating the Process Graphic Organizers

• A graphic organizer forms a powerful visual
  picture of information and allows the mind to see
  patterns and relationships.

http//www.ncrel.org/sdrs/areas/issues/students/le
arning/lr2grap.htm
http//www.sdcoe.k12.ca.us/score/actbank/torganiz.
htm
58
Download graphic organizers and keep them in a
file for student use. Graphic organizers can be
extended to make them more complex. On this
graphic organizer have some students justify
their selections and provide evidence of how
these events have shaped our lives today.
http//webcenter.netscape.teachervision.com/
ENC Science Graphic Organizers
http//www.enc.org/features/focus/archive/graphic/

Ocean Beach Elementary School
http//www2.sandi.net/ocean/go.html
http//www.eduplace.com/graphicorganizer/index.htm
l
59
Primary Sources and Document-Based Questions
http//www.kn.pacbell.com/wired/fil/pages/listdocu
mentpa.html
http//www.teachtheteachers.org/projects/AMoore/Cr
ucible.htm
Document-Based Questions http//www.upstatehistory
.org/services/DHP/DBQ.html
60
Digital History
http//www.digitalhistory.uh.edu/
http//www.sil.si.edu/SILPublications/Online-Exhib
itions/
Teaching US History
http//www.academicinfo.net/histusteach.html
61
Thinking Like Ologists
http//www.koshland-science-museum.org/
http//science.education.nih.gov/
http//www.nhgri.nih.gov/Education/
Folklife and Fieldwork
http//www.loc.gov/folklife/fieldwork/
http//www.ology.amnh.org/
62
The Story of Our Lives
http//english.unitecnology.ac.nz/resources/units/
lives/home.html
Becoming Human
http//www.becominghuman.org/
Mathematical Tools
http//www.shodor.org/interactivate/activities/too
ls.html
http//mathforum.org/
Thinking Like Ologists
63
Thinking Like Ologists
http//scholar.lib.vt.edu/ejournals/ALAN/spring99/
brewbaker.html
http//scholar.lib.vt.edu/ejournals/ALAN/winter98/
harmon.html
Literary Analysis
http//go.hrw.com/elotM/003052668x/student/ch05/lg
1505198_221.pdf
http//www.english.upenn.edu/hbarbacc/teaching/an
alysis.html
64
Thinking Like Ologists
http//www.thirteen.org/edonline/lessons/index_soc
.html
http//sunsite3.berkeley.edu/KidsClick!/
65
On-Line Tools
http//illuminations.nctm.org/tools/index.aspx
http//matti.usu.edu/nlvm/nav/vlibrary.html
http//pbskids.org/cyberchase/games.html
http//nces.ed.gov/nceskids/graphing/
http//www.shodor.org/interactivate/
66
On-Line Tools
Technology and Learning Support Services
http//www.lane.k12.or.us/insttech/vtc/Text2Speech
.htmlosxspeech
United Streaming
http//unitedstreaming.com/publicPages/aboutUs.cfm

http//www.visualthesaurus.com/index.jsp
http//www.digitalaudiobooks.net/
http//www.audible.com
67
Research Support
Online experiments in mechanics, density,
genetics, etc.
http//gizmos.explorelearning.com/science/DensityL
ab/
A Hotlist on Research http//www.kn.sbc.com/wired/
fil/pages/listresearchja1.html
http//www.madsci.org/
http//curry.edschool.virginia.edu/go/frog/
http//www.archives.gov/
68
Varying the ProductReal World Applications
http//www.loc.gov/folklife/vets/vets-home.html
http//www.math-kitecture.com/
http//whatkidscando.org/
Montana Heritage Project
http//www.edheritage.org/
69
The Art of Digital StorytellingDigital
storytelling takes the ancient art of oral
storytelling and engages a palette of technical
tools to weave personal tales using images,
graphics, music, and sound mixed together with
authors own story voice.Bernajean Porter
http//www.techlearning.com/story/showArticle.jh
tml?articleID60300276
http//www.ebookhost.net/tldmc2/ebook.asp
DigiTales The Art of Telling Digital
Stories http//www.digitales.us
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Assessment Protocols
http//rubistar.4teachers.org/
Six Trait Writing Assessment
Math and Science Education Center
http//www.nwrel.org/msec/index.html
http//www.nwrel.org/
http//6traits.cyberspaces.net/
Chicago Public Schools
http//intranet.cps.k12.il.us/Assessments/Ideas_an
d_Rubrics/ideas_and_rubrics.html
http//www.exemplars.com
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Differentiation and Understanding by Design
Support Resources
Northwest Regional Professional Development
Program
http//www.washoe.k12.nv.us/hr/rpdp/SISinstruct.ht
m
Understanding by Design Exchange
http//www.ubdexchange.org/resources.html
Understanding by Design Resources and Templates
http//www.benjaminschool.com/ubd/
Authentic Education
http//www.grantwiggins.org/UbdWebLinks.html