KUDʼs 101 Know – Understand - Do

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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expand simulate shadow concentrate
minimize approximate
connect tailor inscribe regroup
portray simulate
incorporate transform wonder modify
produce anchor
energize advise visualize deviate

emphasize access

convert immerse

ponder justify

design compete

concentrate disguise

compartmentalize personify

integrate uncover

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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…

! • written in complete • separate from a context?
! sentences?
! • show a relationship between dTtoihsoacttihpiesli,rnacer!!ose,ntotherexcytsatnorarbnesfuesreadblien
two or more concepts?
! • transfer to other time, ways other than those in
! 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

Planning Focused Behind every good differentiated
Differentiated Lessons lesson…

Introduction to KUDs …is good
(Know, Understand, Do) curriculum.

Good curriculum starts with… KUD Preassessment

FOCUSED LEARNING GOALS
Called
KUD’s

(Know, Understand, Do)

KUD Module Learning Goals Time for A Little Lucy
1
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?)

Creating common learning goals Driving our students to success
in the
“We are all going to
the same place… we F-R-A-M-E-C-A-B
are just taking
different paths to get F-Flexibility
there.” 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

If we could rename these… Planning a focused curriculum means clarity
about what students should:
LINGO WHAT IT MEANS
KNOW: Facts
KNOW FACTS, VOCAB Vocabulary

DO SKILLS UNDERSTAND:
Concepts, “Big Ideas”
UNDERSTAND BIG IDEAS Principles, generalizations

BE ABLE TO 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?)
Planning (Goal setting, use of time)
Social (cooperation, sharing)

KNOW (facts, vocabulary, dates, rules, people, etc.) These are the facts, vocabulary,
Examples: the word “ecosystem” means…
elements of culture (housing/shelter, customs,

values, geography)

UNDERSTAND (complete sentence, statement of truth or insight – want students dates, places, names, and examples
to understand that . . . )
you want students to Facts (The Civil War
All parts of an ecosystem affect all others parts. Culture memorize. began in 1861; Emily
shapes people and people shape culture. Dickinson was a recluse)
The know is massively Vocabulary (entropy,
DO (Basic skills, thinking skills, social skills, skills of the discipline, planning skills --- forgettable. equilateral triangle,
verbs) hyperbole)

Write a unified paragraph “Teaching facts in isolation is like trying to
pump water uphill.” -Carol Tomlinson
Compare and contrast
Draw conclusions

Examine varied perspectives
Work collaboratively

Develop a timeline
Use maps as data

Tomlinson * 02

2

KNOW (Facts, MISCONCEPTION ALERT!!

Vocabulary, Definitions) • Knows are NOT just the standard. For
example, the following contains more than
• There are 50 states in the US just the “KNOW”
• Thomas Jefferson
• 1492 • Insert PA!!
• The Continental Divide
• The multiplication tables • 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 UNDERSTAND (Essential Truths
Subconcepts That Give Meaning to the Topic)

These are the written statements of truth, the core to the Begin with “I want students to understand
meaning(s) of the lesson(s) or unit. These are what connect the THAT…”
parts of a subject to the student’s life and to other subjects. – Multiplication is another way to do
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
– Entropy and enthalpy are competing
Understandings are purposeful. They focus on the key ideas forces in the natural world
– Voice reflects the author
that require students to understand information and

make connections while evaluating the relationships

that exist within the understandings.

MISCONCEPTION ALERT!!! Skills

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

3

Juicy Verbs

BE ABLE TO DO compose influence adopt unify
devise designate
• Write a unified paragraph detail promote elaborate limit
• Compare and contrast deconstruct structure
• Draw conclusions predict substitute merchandize illustrate
• Examine varied perspectives propose refresh
• Work collaboratively eliminate prove formulate transfer
• Develop a timeline improve reflect
• Use maps as data expand simulate shadow concentrate
minimize approximate
connect tailor inscribe regroup
portray simulate
incorporate transform wonder modify
produce anchor
energize advise visualize deviate

emphasize access

convert immerse

ponder justify

design compete

concentrate disguise

compartmentalize personify

integrate uncover

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
compare two novels to determine common NOT: Read Island of the Blue Dolphins and select
themes.”) one of the following tasks to complete:

• The “do” is NOT what will happen in the lesson • Write a new ending for the story
or what the teacher will do. (NOT, “The students • Create a diorama of your favorite part of the
will complete a RAFT assignment in cooperative
groups”; NOT, “The teacher will read a story to story
the class and will ask students to complete one • Write a timeline of events in the story
of three task cards based on their interests.”) • Dress as your favorite character and read from

the chapter in that character’s voice.

K,U,or D? Knowledge? Understanding? Skill?

Look at the list of KUDs in the next two o Four quarter notes equal one whole note.
slides. Identify which are Knows, which o Recite a prayer in Hebrew.
are Understands, and which are Dos. 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? 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. Truth can look different from
o Writers use a variety of literary elements to different perspectives.

inform, persuade, describe, and entertain Show, in writing, how a shift
readers. in perspective can result in a shift in
o Write descriptive text that describes people, interpretation of events.
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 Example: Math
KUDs Scale KUDs

Know: that different sources provide us with Scale is the ratio of a representation
different interpretations of events. to the actual size of the original.

Understand: An historian’s perspective Many professionals use scale in their
influences history. every day lives.

Do: Consider historical event from multiple Scale helps us solve and
perspectives. anticipate problems every day.

Calculate ratios
Interpret scale drawings
Draw an object to scale

5