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KUD s 101

Know – Understand - Do

Facilitator -
June 21, 2010
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F-Flexibility
R-Respectful Work
A-Attention to Student Differences
M-Modifications in Content, Process & Product
E-Essential Concepts as the Core of DI
C-Collaboration Between Teachers & Students
A-Assessment & Instruction Interconnectedness
B-Belonging
KUD Module Learning Goals
KNOW: Definitions of K, U, and D;
misconceptions related to KUD construction
UNDERSTAND: Effective differentiated
curriculum and instruction is united by clear
learning goals.
DO: Analyze KUDs to determine degree of
adequacy (is it KUD? Is it aligned with
lesson?)
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!
These are the
facts, vocabulary,
dates, places, names, and examples
you want students to ! Facts (The Civil War
memorize.! began in 1861; Emily
! Dickinson was a recluse)
Vocabulary (entropy,
The know is massively ! equilateral triangle,
!forgettable. ! hyperbole)
!
Teaching facts in isolation is like trying to
pump water uphill. -Carol Tomlinson!
MISCONCEPTION ALERT!!
•  Knows are NOT just the standard. For
example, the following SOL contains more
than just the KNOW
SOL 3.4 The student will recognize and use the inverse
relationships between addition/subtraction and multiplication/
division to complete basic fact sentences. Students will use
these relationships to solve problems such as 5 + 3 = 8 and 8
– 3 = ____.
In this example above, the KNOWS would be:
VOCABULARY-- fact sentence, addend, sum, equation…
FACTS– math facts to 25, format of number sentences vertically
and horizontally…
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 student s 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 exist
!within the understandings.!
Understandings

! Understandings are what we truly want the


students to carry with them at the end of the
unit to new situations and other content areas.
These are not things we can memorize. They
should have layers.
•  Students will understand that…
•  This is the “U” part of KUDs in DI.
Understanding: Captain
Sullenberger’s Experience

• Let s take a look at an example of a situation that


highlights Understanding.
• Specifically, the purpose for this example is to focus
on the concept of transferring learning from one
situation to another.
• As you view this interview, please make note of key
understandings that the pilot was able to transfer into
this new situation. ]^$
Analogy for Your Consideration: !
Flight 1549 & Captain Sullenberger!
•  Note Key attributes of Captain
Sullenberger s thinking during the
time he was making decisions about
the problem he encountered and was
acting on those decisions.!
!

•  What do you find to be the most


compelling thing he has to say? Why
does it strike you as the most
important?!
!

•  How would you characterize him as a


pilot based on this interview segment?!
!

•  What does any of this have to do with


teaching?!
]_$
In Another Interview…!

Host: We entered all of the flight


data into a computer (speed,
location, landing distance,
etc.).!
•  Sir, the computer said you
couldn t land the plane
successfully.!
!
Captain Sullenberger: Then,
I m glad a computer wasn t
flying the plane.!
]`$
MISCONCEPTION ALERT!!!
•  If a teacher finds it difficult to distinguish between
the KNOW and the UNDERSTAND it is
likely because the lesson is pitched too low and as
written, it lacks an essential truth; is focused only
on facts and skills.
KNOW: Columbus came to the New World in 1492
UNDERSTAND: When faced with conflict, individuals
and groups either adapt or migrate to seek better
conditions.
Skills!

•  Basic skills of any discipline !


•  Thinking skills !
•  Skills of planning, independent learning, etc.!
!
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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deconstruct prove formulate structure
predict simulate shadow illustrate
propose tailor inscribe refresh
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improve advise visualize reflect
expand emphasize access concentrate
minimize convert immerse approximate
connect ponder justify regroup
portray design compete simulate
incorporate concentrate disguise modify
produce compartmentalize personify anchor
energize integrate uncover deviate
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o  Four quarter notes equal one whole note.
o  Recite a prayer in Hebrew.
o  Graphics can enhance or detract from a
presentation.
o  Monet was an impressionist.
o  Five pennies equal one nickel.
o  Sort objects into 2 piles.
o  Jump rope for 3 minutes.
o  Maintaining physical health may be influenced
by factors such as diet and exercise.
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o  Count to one hundred in units of ten.
o  Analyze the causes of the American Revolution.
o  Describe the rising action in a dramatic story.
o  Writers use a variety of literary elements to
inform, persuade, describe, and entertain
readers.
o  Write descriptive text that describes people,
places, and events.
o  Scientists record the results of their experiments
in a careful and detailed manner.
o  You can find the decimal for 3/8 by using
equivalent fractions.
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The Teacher uses questioning, probing and feedback
to simulate student reflection and rethinking.

Activity: Reference the resource and identify


several questions that you see as a good fit for
your content and teaching style. Please make note
Why this is the case.
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Example: Math
Scale KUDs
Scale is the ratio of a representation to
the actual size of the original.
Many professionals use scale in their every
day lives.

Scale helps us solve and


anticipate problems every day.

Calculate ratios
Interpret scale drawings
Draw an object to scale
Assessing Your Learning
1. Are you comfortable with the definitions
of K, U, and D?
2. Do you understand why effective
differentiated curriculum and instruction
are united through clear learning goals.
3. Were you able to analyze example Ks, Us
and Ds successfully? (is it KUD? Is it
aligned with lesson?)
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KUD Clarity Self-Checker
! !
Are my Understand goals… Are my Do goals…
!
• separate from a context?
! • written in complete
That is, are they transferable
! sentences? !
to other contexts or
! • show a relationship between ! or can be used in
disciplines,
! two or more concepts?
ways other than those in
! • transfer to other time,
which we will use them in
cultures, contexts, or
! this lesson?!
situations?
! • Representative of authentic
• answer “why?” or “how?”?
! skills of the field or
! discipline?!
! !
Will students receive explicit
!
instruction in and be evaluated
! on degree of mastery of these
! skills in the lesson?!
!

Do my Know goals…
! "!
• Contain the discrete knowledge (vocabulary, dates, names,
procedural knowledge) about which my students will be
assessed? Both pre- and summative assessments?
KUD Pre-Assessment

Name _____________________________ Grade/Role _____________________________

Answer the following questions. If you don’t know the answer, write “HLY” or “Haven’t
Learned Yet.” Don’t worry if you don’t know any of these; you’re not expected to know them yet
and this is not a test!

1. What does the acronym KUD stand for?

2. Define and give an example of a “K”

3. Define and give an example of a “U”

4. Define and give an example of a “D”

5. Why are KUDs important in any lesson, but especially a differentiated lesson?

6. What questions or problems do you currently have concerning KUDs?

7. At this point, circle your level of knowledge and expertise with KUDs
a.) Just beginning
b.) On my way
c.) Feeling like an expert
Behind every good differentiated
lesson…

Planning Focused
Differentiated Lessons …is good
Introduction to KUDs curriculum.
(Know, Understand, Do)

Good curriculum starts with…

FOCUSED LEARNING GOALS

Called
KUD’s
KUD Preassessment

(Know, Understand, Do)

KUD Module Learning Goals Time for A Little Lucy


KNOW: Definitions of K, U, and D;
misconceptions related to KUD
construction
UNDERSTAND: Effective differentiated
curriculum and instruction is united by clear
learning goals.
DO: Analyze KUDs to determine degree of
adequacy (is it KUD? Is it aligned with
lesson?)

1
Driving our students to success
Creating common learning goals in the
F-R-A-M-E-C-A-B
“We are all going to F-Flexibility
the same place… we R-Respectful Work
are just taking
different paths to get
A-Attention to Student Differences
there.” M-Modifications in Content, Process & Product
E-Essential Concepts as the Core of DI
C-Collaboration Between Teachers & Students
A-Assessment & Instruction Interconnectedness
B-Belonging

Planning a focused curriculum means clarity


If we could rename these… about what students should:

LINGO WHAT IT MEANS KNOW: Facts


Vocabulary
UNDERSTAND:
KNOW FACTS, VOCAB Concepts, “Big Ideas”
Principles, generalizations
BE ABLE TO DO: Skills
DO SKILLS Basic Skills (Read non-fiction text)
Thinking Skills (analyze, solve, compare/contrast, discriminate
fact/fiction)
Skills Of the Discipline (What does a speech writer do? Journalist?
Editor?)
UNDERSTAND BIG IDEAS Planning (Goal setting, use of time)
Social (cooperation, sharing)

KNOW (facts, vocabulary, dates, rules, people, etc.)


Examples: the word “ecosystem” means…
elements of culture (housing/shelter, customs,
values, geography) These are the
facts, vocabulary,
UNDERSTAND (complete sentence, statement of truth or insight – want students
to understand that . . . )
dates, places, names, and examples
All parts of an ecosystem affect all others parts. Culture you want students to
shapes people and people shape culture. Facts (The Civil War
memorize. began in 1861; Emily
DO (Basic skills, thinking skills, social skills, skills of the discipline, planning skills ---
verbs) Dickinson was a recluse)
The know is massively Vocabulary (entropy,
Write a unified paragraph
Compare and contrast equilateral triangle,
Draw conclusions forgettable. hyperbole)
Examine varied perspectives
Work collaboratively
Develop a timeline “Teaching facts in isolation is like trying to
Use maps as data
Tomlinson * 02 pump water uphill.” -Carol Tomlinson

2
MISCONCEPTION ALERT!!
KNOW (Facts,
• Knows are NOT just the standard. For
Vocabulary, Definitions) example, the following contains more than
• There are 50 states in the US just the “KNOW”
• Insert PA!!
• Thomas Jefferson • In this example above, the KNOWS would be:
• 1492 VOCABULARY-- fact sentence, addend, sum, equation…
FACTS– math facts to 25, format of number sentences
• The Continental Divide vertically and horizontally…

• The multiplication tables

UNDERSTAND (Essential Truths


Major Concepts and That Give Meaning to the Topic)
Subconcepts Begin with “I want students to understand
These are the written statements of truth, the core to the THAT…”
meaning(s) of the lesson(s) or unit. These are what connect the – Multiplication is another way to do
parts of a subject to the student’s life and to other subjects.
addition
It is through the understanding component of instruction that we – People migrate to meet basic needs
teach our students to truly grasp the “point” of the lesson or the – All cultures contain the same elements
experience.
expressed differently
Understandings are purposeful. They focus on the key ideas – Entropy and enthalpy are competing
that require students to understand information and forces in the natural world
make connections while evaluating the relationships
that exist within the understandings. – Voice reflects the author

MISCONCEPTION ALERT!!!
Skills
• If a teacher finds it difficult to distinguish
between the “KNOW” and the “UNDERSTAND” • Basic skills of any discipline
it is likely because the lesson is pitched too low • Thinking skills
and as written, it lacks an essential truth; is
• Skills of planning, independent learning, etc.
focused only on facts and skills.
KNOW: Columbus came to the New World in 1492
The skill portion encourages the students to
UNDERSTAND: When faced with conflict,
“think” like the professionals who use the
individuals and groups either adapt or migrate to
seek better conditions. 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.

3
Juicy Verbs
compose influence adopt unify
BE ABLE TO DO devise promote elaborate designate
detail substitute merchandize limit
• Write a unified paragraph deconstruct prove formulate structure

• Compare and contrast predict simulate shadow illustrate


propose tailor inscribe refresh
• Draw conclusions eliminate transform wonder transfer

• Examine varied perspectives improve advise visualize reflect


expand emphasize access concentrate
• Work collaboratively minimize convert immerse approximate
connect ponder justify regroup
• Develop a timeline portray design compete simulate
• Use maps as data incorporate concentrate disguise modify
produce compartmentalize personify anchor
energize integrate uncover deviate

MISCONCEPTION ALERT!!! MISCONCEPTION ALERT!!!


• The “do” is the learning outcome of a lesson or • The KUDs should be written in such a way that if
lesson sequence. This outcome may be even if individual students or groups are all
demonstration of mastering an objective, doing different things, all students will be
evidence of a thinking skill, social skill, or basic addressing the identified learning goals.
skill of a discipline. (YES, “The students will NOT: Read Island of the Blue Dolphins and select
compare two novels to determine common one of the following tasks to complete:
themes.”) • Write a new ending for the story
• The “do” is NOT what will happen in the lesson • Create a diorama of your favorite part of the
or what the teacher will do. (NOT, “The students story
will complete a RAFT assignment in cooperative • Write a timeline of events in the story
groups”; NOT, “The teacher will read a story to • Dress as your favorite character and read from
the class and will ask students to complete one the chapter in that character’s voice.
of three task cards based on their interests.”)

Knowledge? Understanding? Skill?


K,U,or D?
o Four quarter notes equal one whole note.
o Recite a prayer in Hebrew.
o Graphics can enhance or detract from a
Look at the list of KUDs in the next two presentation.
slides. Identify which are Knows, which
o Monet was an impressionist.
are Understands, and which are Dos.
o Five pennies equal one nickel.
o Sort objects into 2 piles.
o Jump rope for 3 minutes.
o Maintaining physical health may be influenced
by factors such as diet and exercise.

4
Knowledge? Understanding? Skill? English/LA: Point-of-View KUDs
o Count to one hundred in units of ten. The definition of point-of-view
o Analyze the causes of the American Revolution.
o Describe the rising action in a dramatic story.
o Writers use a variety of literary elements to
inform, persuade, describe, and entertain
readers. Truth can look different from
o Write descriptive text that describes people, different perspectives.
places, and events.
o Scientists record the results of their experiments
in a careful and detailed manner. Show, in writing, how a shift
o You can find the decimal for 3/8 by using
equivalent fractions. in perspective can result in a shift in
interpretation of events.

Example: Math
Example: Historical Perspective
Scale KUDs
KUDs Scale is the ratio of a representation
Know: that different sources provide us with to the actual size of the original.
different interpretations of events. Many professionals use scale in their
every day lives.
Understand: An historian’s perspective
influences history. Scale helps us solve and
anticipate problems every day.
Do: Consider historical event from multiple Calculate ratios
perspectives. Interpret scale drawings
Draw an object to scale