KUD`s 101 Know – Understand

KUD s 101
Know – Understand - Do
Facilitator June 21, 2010
!""#$%&''(%&)&*$+,-',+$.(,/0$
$
$
$
1234567$869:;<;!$!2985$
$
!"#"$%&$
4+(=>$,/?$1:9@639A$*=?*"=(%$,"$
B?>(=$.(,/$,/?$?=#$(=$*(=#$?CD'?++?#$
,/'"&>/$E=".)?#>?F$4=#?'+,-=#(=>+F$
-=#$5,&#?=,$9DD)(%-G"=+$D'"-%GH?)I$
7'(H(=>$"&'$+,&#?=,+$,"$+&%%?++$(=$
,/?$$
1J:J9J@J6J3J9JA$
F-Flexibility
R-Respectful Work
A-Attention to Student Differences
M-Modifications in Content, Process & Product
E-Essential Concepts as the Core of DI
C-Collaboration Between Teachers & Students
A-Assessment & Instruction Interconnectedness
B-Belonging
KUD Module Learning Goals
KNOW: Definitions of K, U, and D;
misconceptions related to KUD construction
UNDERSTAND: Effective differentiated
curriculum and instruction is united by clear
learning goals.
DO: Analyze KUDs to determine degree of
adequacy (is it KUD? Is it aligned with
lesson?)
<K$.?$%"&)#$'?=-*?$,/?+?0$
!"#$% $ $ $
*
E;2L $ $ $
$
72 $ $ $ $
$
4;76:5M9;7
$&'()*")*+,(#-*
$ $ $ $ $ $193M5F$N239A$
$ $ $ $ $ $5E<885$
$$$$$$$$$$$$$$$$$$$$$$$$$$A<!$<7695$
O)-==(=>$-$K"%&+?#$%&''(%&)&*$*?-=+$%)-'(,I$-B"&,$
./-,$+,&#?=,+$+/"&)#P$
.#%&/ $1-%,+$
$$
$N"%-B&)-'I$$
0#1,2-)(#1/ $$
$$
$$
$3"=%?D,+F$ A(>$<#?-+ $ $ $
$O'(=%(D)?+F$>?=?'-)(Q-G"=+$ $
$3,*(3!,*)%*1%/$5R())+$
$$
$$
$ $34567*-86995$S:?-#$="=JT%G"=$,?C,U$
$ $):6;86;<*-86995$S-=-)IQ?F$+")H?F$%"*D-'?V%"=,'-+,F$#(+%'(*(=-,?$K-%,VT%G"=U$
$ $-86995*%=*>:?*16576@96;?$SL/-,$#"?+$-$+D??%/$.'(,?'$#"W$X"&'=-)(+,W$6#(,"'WU$
$ $A94;;6;<$S!"-)$+?Y=>F$&+?$"K$G*?U$
$ $-B7649$S%""D?'-G"=F$+/-'(=>U$
!'()*!"#$%&'()*$#+,-#./'(0#%1&'(.,-1&'(21*2-1'(1%$34(
(
(56#72-1&8((%91(:*.0( 1$*&/&%17 (71#;&<((
(
((((((((((((((((((1-171;%&(*"($,-%,.1(!9*,&=;>?&91-%1.'($,&%*7&'( (
(
()#-,1&'(>1*>.#29/4(
(
#'$+,-./'$*!$*72-1%1(&1;%1;$1'(&%#%171;%(*"(%.,%9(*.(=;&=>9%(@(:#;%(&%,01;%&(%*(
,;01.&%#;0(%9#%(3(3(3(4(
(((((( (
(A--(2#.%&(*"(#;(1$*&/&%17(#B1$%(#--(*%91.&(2#.%&3(C,-%,.1(
(
(&9#21&(
21*2-1(#;0(21*2-1(&9#21($,-%,.13(
(
$(*!D#&=$(&E=--&'(%9=;E=;>(&E=--&'(&*$=#-(&E=--&'(&E=--&(*"(%91(0=&$=2-=;1'(2-#;;=;>(&E=--&(FFF(()1.+&4(
((
(
(G.=%1(#(,;=H10(2#.#>.#29(
(
(
(
(
(
(
(C*72#.1(#;0($*;%.#&%(
(I.#:($*;$-,&=*;&(
(56#7=;1()#.=10(21.&21$J)1&(
(G*.E($*--#+*.#J)1-/(
(I1)1-*2(#(J71-=;1(
(K&1(7#2&(#&(0#%#*
M"*)(=+"=$Z$[\$
!
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.!
X&(%I$N?'B+$
compose
influence
adopt
unify
devise
promote
elaborate
designate
detail
substitute
merchandize
limit
deconstruct
prove
formulate
structure
predict
simulate
shadow
illustrate
propose
tailor
inscribe
refresh
eliminate
transform
wonder
transfer
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
A6$9A86$M2$72$
• 
• 
• 
• 
• 
• 
• 
L'(,?$-$&=(T?#$D-'->'-D/$
3"*D-'?$-=#$%"=,'-+,$
7'-.$%"=%)&+("=+$
6C-*(=?$H-'(?#$D?'+D?%GH?+$
L"'R$%"))-B"'-GH?)I$
7?H?)"D$-$G*?)(=?$
4+?$*-D+$-+$#-,-$
@<532;36OM<2;$986:Maaa$
•  M/?$ #" $(+$,/?$)?-'=(=>$"&,%"*?$"K$-$)?++"=$"'$
)?++"=$+?b&?=%?c$M/(+$"&,%"*?$*-I$B?$
#?*"=+,'-G"=$"K$*-+,?'(=>$-=$"Bd?%GH?F$?H(#?=%?$
"K$-$,/(=R(=>$+R())F$+"%(-)$+R())F$"'$B-+(%$+R())$"K$-$
#(+%(D)(=?c$S0+-1$ M/?$+,&#?=,+$.())$%"*D-'?$,."$
="H?)+$,"$#?,?'*(=?$%"**"=$,/?*?+c U$
•  M/?$ #" $(+$'(.$./-,$.())$/-DD?=$(=$,/?$)?++"=$"'$
./-,$,/?$,?-%/?'$.())$#"c$S'(.F$ M/?$+,&#?=,+$.())$
%"*D)?,?$-$:91M$-++(>=*?=,$(=$%""D?'-GH?$>'"&D+ e$
'(.1$ M/?$,?-%/?'$.())$'?-#$-$+,"'I$,"$,/?$%)-++$-=#$
.())$-+R$+,&#?=,+$,"$%"*D)?,?$"=?$"K$,/'??$,-+R$%-'#+$
B-+?#$"=$,/?('$(=,?'?+,+c U$
@<532;36OM<2;$986:Maaa$
•  M/?$E47+$+/"&)#$B?$.'(f?=$(=$+&%/$-$.-I$,/-,$(K$
?H?=$(K$(=#(H(#&-)$+,&#?=,+$"'$>'"&D+$-'?$-))$#"(=>$
#(g?'?=,$,/(=>+F$-))$+,&#?=,+$.())$B?$-##'?++(=>$,/?$
(#?=GT?#$)?-'=(=>$>"-)+c$$
'(.2$:?-#$L&-#;0(*"(%91(D-,1(I*-29=;&$-=#$+?)?%,$"=?$"K$
,/?$K"))".(=>$,-+R+$,"$%"*D)?,?P$
•  L'(,?$-$=?.$?=#(=>$K"'$,/?$+,"'I$
•  3'?-,?$-$#("'-*-$"K$I"&'$K-H"'(,?$D-',$"K$,/?$+,"'I$
•  L'(,?$-$G*?)(=?$"K$?H?=,+$(=$,/?$+,"'I$
•  7'?++$-+$I"&'$K-H"'(,?$%/-'-%,?'$-=#$'?-#$K'"*$,/?$
%/-D,?'$(=$,/-,$%/-'-%,?' +$H"(%?c$
$
$
E=".)?#>?W$4=#?'+,-=#(=>W$5R())W$
o  Four quarter notes equal one whole note.
o  Recite a prayer in Hebrew.
o  Graphics can enhance or detract from a
presentation.
o  Monet was an impressionist.
o  Five pennies equal one nickel.
o  Sort objects into 2 piles.
o  Jump rope for 3 minutes.
o  Maintaining physical health may be influenced
by factors such as diet and exercise.
E=".)?#>?W$4=#?'+,-=#(=>W$5R())W$
o  Count to one hundred in units of ten.
o  Analyze the causes of the American Revolution.
o  Describe the rising action in a dramatic story.
o  Writers use a variety of literary elements to
inform, persuade, describe, and entertain
readers.
o  Write descriptive text that describes people,
places, and events.
o  Scientists record the results of their experiments
in a careful and detailed manner.
o  You can find the decimal for 3/8 by using
equivalent fractions.
CD?5EB;6;<*=BF*0;G?F5>4;G6;<*
The Teacher uses questioning, probing and feedback
to simulate student reflection and rethinking.
Activity: Reference the resource and identify
several questions that you see as a good fit for
your content and teaching style. Please make note
Why this is the case.
6=>)(+/V89P$O"(=,J"KJN(?.$E47+$
$$$$$$$$$$$$$M/?$#?T=(G"=$"K$D"(=,J"KJH(?.$
$$$$$$$$$$$$$$$$$$$
M'&,/$%-=$)""R$#(g?'?=,$K'"*$#(g?'?=,$
D?'+D?%GH?+c$
$$$$$$$$$$$$$$$$$$$$$$$$$$5/".F$(=$.'(G=>F$/".$-$+/(h$(=$
D?'+D?%GH?$%-=$'?+&),$(=$-$+/(h$(=$(=,?'D'?,-G"=$
"K$?H?=,+c$
6C-*D)?P$i(+,"'(%-)$O?'+D?%GH?$E47+$
.;BH/*,/-,$#(g?'?=,$+"&'%?+$D'"H(#?$&+$.(,/$
#(g?'?=,$(=,?'D'?,-G"=+$"K$?H?=,+c$
*
0;G?F5>4;G/*9=$/(+,"'(-= +$D?'+D?%GH?$
(=j&?=%?+$/(+,"'Ic$
*
1B/*3"=+(#?'$/(+,"'(%-)$?H?=,$K'"*$*&)GD)?$
D?'+D?%GH?+c$$
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?)
6C(,$M(%R?, $$
$
L/-,$"=?$(,?*$.-+$%)-'(T?#$
S'?>-'#(=>$E47+U$K"'$I"&$,"#-I$
,/-,$*-I$/?)D$I"&$.(,/$I"&'$
%"=G=&?#$?g"',+$,"$M1#$9("*.(
K;01.&%#;0=;>N(
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
KUD Clarity Self-Checker
!
Are my Understand goals…
• written in complete
sentences?
• show a relationship between
two or more concepts?
• transfer to other time,
cultures, contexts, or
situations?
• answer “why?” or “how?”?
Do my Know goals…
Are my Do goals…
• separate from a context?
That is, are they transferable
!
to other contexts
or
! or can be used in
disciplines,
ways other than those in
which we will use them in
this lesson?!
• Representative of authentic
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?!
"!
• 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.
a.)
b.)
c.)
At this point, circle your level of knowledge and expertise with KUDs
Just beginning
On my way
Feeling like an expert
Behind every good differentiated
lesson…
Planning Focused
Differentiated Lessons
Introduction to KUDs
(Know, Understand, Do)
…is good
curriculum.
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
Creating common learning goals
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
“We are all going to
the same place… we
are just taking
different paths to get
there.”
If we could rename these…
LINGO
Driving our students to success
in the
F-R-A-M-E-C-A-B
Planning a focused curriculum means clarity
about what students should:
KNOW: Facts
WHAT IT MEANS
Vocabulary
UNDERSTAND:
KNOW
FACTS, VOCAB
DO
SKILLS
UNDERSTAND
Concepts, “Big Ideas”
Principles, generalizations
BE ABLE TO DO: Skills
BIG IDEAS
KNOW (facts, vocabulary, dates, rules, people, etc.)
Examples: the word “ecosystem” means…
elements of culture (housing/shelter, customs,
values, geography)
UNDERSTAND (complete sentence, statement of truth or insight – want students
to understand that . . . )
All parts of an ecosystem affect all others parts. Culture
shapes people and people shape culture.
DO (Basic skills, thinking skills, social skills, skills of the discipline, planning 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?)
Planning (Goal setting, use of time)
Social (cooperation, sharing)
These are the
facts, vocabulary,
dates, places, names, and examples
you want students to
memorize.
verbs)
The know is massively
forgettable.
Write a unified paragraph
Compare and contrast
Draw conclusions
Examine varied perspectives
Work collaboratively
Develop a timeline
Use maps as data
Tomlinson * 02
Facts (The Civil War
began in 1861; Emily
Dickinson was a recluse)
Vocabulary (entropy,
equilateral triangle,
hyperbole)
“Teaching facts in isolation is like trying to
pump water uphill.” -Carol Tomlinson
2
KNOW (Facts,
Vocabulary, Definitions)
•
•
•
•
•
There are 50 states in the US
Thomas Jefferson
1492
The Continental Divide
The multiplication tables
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.
MISCONCEPTION ALERT!!
• Knows are NOT just the standard. For
example, the following contains more than
just the “KNOW”
• Insert PA!!
• 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…
UNDERSTAND (Essential Truths
That Give Meaning to the Topic)
Begin with “I want students to understand
THAT…”
– Multiplication is another way to do
addition
– People migrate to meet basic needs
– All cultures contain the same elements
expressed differently
– Entropy and enthalpy are competing
forces in the natural world
– Voice reflects the author
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.
3
Juicy Verbs
BE ABLE TO DO
•
•
•
•
•
•
•
Write a unified paragraph
Compare and contrast
Draw conclusions
Examine varied perspectives
Work collaboratively
Develop a timeline
Use maps as data
compose
influence
adopt
unify
devise
promote
elaborate
designate
detail
substitute
merchandize
limit
deconstruct
prove
formulate
structure
predict
simulate
shadow
illustrate
propose
tailor
inscribe
refresh
eliminate
transform
wonder
transfer
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
MISCONCEPTION ALERT!!!
MISCONCEPTION ALERT!!!
• The “do” is the learning outcome of a lesson or
lesson sequence. This outcome may be
demonstration of mastering an objective,
evidence of a thinking skill, social skill, or basic
skill of a discipline. (YES, “The students will
compare two novels to determine common
themes.”)
• The “do” is NOT what will happen in the lesson
or what the teacher will do. (NOT, “The students
will complete a RAFT assignment in cooperative
groups”; NOT, “The teacher will read a story to
the class and will ask students to complete one
of three task cards based on their interests.”)
• The KUDs should be written in such a way that if
even if individual students or groups are all
doing different things, all students will be
addressing the identified learning goals.
NOT: Read Island of the Blue Dolphins and select
one of the following tasks to complete:
• Write a new ending for the story
• Create a diorama of your favorite part of the
story
• Write a timeline of events in the story
• Dress as your favorite character and read from
the chapter in that character’s voice.
K,U,or D?
Look at the list of KUDs in the next two
slides. Identify which are Knows, which
are Understands, and which are Dos.
Knowledge? Understanding? Skill?
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.
4
Knowledge? Understanding? Skill?
o
o
o
o
Count to one hundred in units of ten.
Analyze the causes of the American Revolution.
Describe the rising action in a dramatic story.
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.
Example: Historical Perspective
KUDs
Know: that different sources provide us with
different interpretations of events.
Understand: An historian’s perspective
influences history.
Do: Consider historical event from multiple
perspectives.
English/LA: Point-of-View KUDs
The definition of point-of-view
Truth can look different from
different perspectives.
Show, in writing, how a shift
in perspective can result in a shift in
interpretation of events.
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
5