BEGINNING WRITING KUDʼS AND LESSON PLANSvideo.hempfieldsd.org/.../BeginningWritingKUDsLessonPlans101.pdf• Differentiate your lesson plans for readiness, ... LESSON PLAN WRITING

BEGINNING WRITING KUD’S AND LESSON

PLANS

WORKSHOP GOALS

•  Expand your knowledge of KUD’s

•  Write and receive feedback on KUD’s for your

lessons

•  Differentiate your lesson plans for readiness, interests

and/or learning profile

!"#$%#&'%(!)*+%!%!,-'&*$#,-%

•  ./'&#&0"1,2%1-'#*%$"#$%#&'%$&#,*3'&#45'%$6%6$"'&%78'*9%0:5$:&'*%#,-%06,$';$*%

•  <"6=%#%&'5#76,*"1>%63%$=6%6&%86&'%06,0'>$*%•  ?5*6%@,6=%#*%•  A','&#51B#76,*%•  C**',7#5%:,-'&*$#,-1,2*%•  D12%1-'#*%

"#$%&'()E%• F"'%812&#76,%63%>'6>5'%$6%8''$%#%/#&1'$G%63%,''-*%6H',%#0$*%#*%#%0#$#5G*$%36&%*601#5%0"#,2'I%• J:84'&%K:#,77'*%"#/'%$&#,*36&8#76,#5%&'5#76,*"1>*%$"#$%0#,%4'%';>&'**'-%1,%'K:1/#5',$%36&8*%$6%3#0151$#$'%068>#&1*6,I%• .&2#,1*8*%1,$'&#0$%=1$"%$"'1&%',/1&6,8',$%1,%6&-'&%$6%*:&/1/'I%

!"#$%#&'%*L)*+%!%*,6=%

•  )1*0&'$'9%06,$';$M46:,-%>1'0'*%63%@,6=5'-2'%•  N60#4:5#&G%•  )#$'*%•  J#8'*%•  O&60'-:&#5%(,6=5'-2'%•  P#0$*%

%"#$%&'()E%• Q:$"'&36&-%DI%R#G'*%=#*%$"'%ST$"%>&'*1-',$I%• <$'>*%1,%$"'%K:#-&#70%'K:#76,I%• <$#2'*%1,%$"'%513'%0G05'%63%#%4:U'&VGI%• FG>'*%63%W2:&#7/'%5#,2:#2'%• J:8'&#$6&9%-',681,#$6&9%06886,%-',681,#$6&9%5'#*$%06886,%-',681,#$6&9%'K:1/#5',$%3&#076,*%%

!"#$%#&'%(L+*+%!%+6%

•  <@155*%$"#$%#&'%,-$.)/(-$0'(%$6%6$"'&%06,$';$*9%*68'78'*%$6%6$"'&%-1*01>51,'*I%

%

"#$%&'()E%• L*'%*01',7W0%$665*%$6%06,-:0$%1,/'*72#76,*%#,-%';>'&18',$*%• X#@'%64*'&/#76,*%#,-%0655'0$%-#$#%• !&1$'%1,%#%/#&1'$G%63%36&8#$*%36&%#%21/',%#:-1',0'%#,-%>:&>6*'I%• L*'%#,%#>>&6>&1#$'%6&%'Y'07/'%#526&1$"8%$6%*65/'%36&%#,%:,@,6=,%/#&1#45'I%

K, U OR D?? ACTIVITY

•  With a partner or triad, label each statement on the KUD sort activity as K U or D

•  Be ready to explain your choice.

WRITING CLEAR KUD LEARNING GOALS

•  Takes time and practice

•  Don’t expect to be an expert

•  Collaboration!!

•  Think-tank

•  Refine your thinking

Examine examples in your handouts

KUD ARTICLE

•  Expand your background knowledge….

Understanding the “Understands” in KUD

THE GOOD, THE BAD, THE UGLY

•  Can you assess learning goals?

•  Group the learning goals in the envelope.

•  Good – Why?

•  Bad – why?

•  Ugly – why?

Your turn…

•  Use the KUD checker to assess learning goals that you have written •  Choice •  self-assess •  peer assess •  instructor assess

LESSON PLAN WRITING

•  Creating lesson plans for •  Readiness •  Interest •  Learning Profile

•  Use the background knowledge and strategies that you learned in previous sessions with the guiding questions

YOUR QUESTIONS?

NON-NEGOTIABLES OF DI

•  Supportive learning environment

•  Continuous assessment

•  High quality curriculum

•  Respectful tasks

•  Flexible grouping