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Unpacking: KUD

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Sharon Ingebrand

on 14 October 2013

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Transcript of Unpacking: KUD

Unpacking the Standards
Know, Understand, Do
What do we want students to
What do we want students to
Factors of the "do"
An Analogy
Article: Quality Curriculum Focuses on
Student Understanding
Might be Differentiated
What do we want students to
Represent facts and procedural knowledge
Targets pieces of knowledge
Occasionally begin with "how to"
"knows" are not effective unless connected to the essential understandings
Facts, names, dates, places, steps, information
(noun heavy)
50 states in the US
Multiplication tables
procedural information (how to)
Known as the big ideas, essential understandings
Sometimes generalizations
Represent ideas that are transferable to other contexts
Understand goals are the expansive ideas that frame the details
All facts and skills (knows and do's) should help unpack these big ideas.
Essential truths that give meaning to the topic
Stated as a full sentence
Begin with, "Students will understand
(not "how"...or "why"...or "what")
-People migrate to meet basic needs.
-Voice reflects the author.
-Multiplication is another way to do addition.
Students actually use their knowledge in an authentic context
Represent skills that are transferable to other contexts
Verbs or phrases not the whole activity
-Read the article "Understanding the Understands in KUD"
-Using a different analogy (other than the suitcase), decide how "Know, Understand, Do" can relate to something in the real world.
-Get into groups and pick one analogy to illustrate and share with the group. Add details to support our understanding.
In order to differentiate effectively...
It is crucial that our curriculum is clearly articulated. We cannot differentiate content that is vague, ill-defined, or not directly related to students' academic and social learning needs.
-Carol Ann Tomlinson
These are the big ideas, statements of truth, insights, ahas, principles, generalizations...
Foundation for PLC work, differentiation and determining core curriculum for ALL students.
PLC Team Work
KUD creates clear learning targets and gives us the basis for differentiation.

– Carol Ann Tomlinson
What happens when "knowing" does not connect with "doing" and "understanding"?
-Solve a problem to find perimeter
-Write a well supported argument
-Evaluate work according to specific criteria
Ensure consistent and authentic opportunity for practice
Identify key skills to be assessed
Students self-assess skill development
Provide meaningful feedback
New Bloom's Taxonomy
Use levels of Bloom's to ensure high levels of learning
Unpacking the Power standards
Last, but not least...
Let's Try It!!!
-Understand there are various reasons we choose to read
-Reading strategies for comprehension in fiction/non-fiction
-Apply appropriate reading strategies aligned with purpose
Establishes purpose for reading
Essential Question(S)
You Try It!
1. Select Power Standard
2. Complete KUD
Must be differentiated
Open-ended, provocative questions designed to guide student inquiry and focus instruction for “uncovering” the important ideas of the content
What essential questions are raised by this idea/topic? What, specifically, about the idea/topic do you want students to come to understand?
Why study _______? So what?
What makes the study of ________ “universal?”
What’s the big idea implied in the skill/process of _____?
What couldn’t we do if we couldn’t understand______?
How is _____ used/applied in the larger world?
What is the “real-world” insight about ______?
What is the value of studying _______?
A Continuum of Questions
Recall, Factual
Right or wrong
Straight forward answers can be found easily
Answer becomes
clear over time
No one right answer
Answers cannot be “found”
New understandings change previous answers
1. Select a power standard that you will be working on soon.

2. Use K.U.D. to unpack.
As you think about power standard, what are the essential questions a teacher would ask themselves to understand the big idea?
Next Steps. . .
1. Use this process in PLCs.

2. Examine how to use K.U.D. to develop a clear purpose statement or learning target for students.

3. Use K.U.D., especially the DO, to develop meaningful formative assessments to guide your instruction.
Questions, Comments, or Thoughts
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