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Student Success Learning to 18 Differentiated Instruction (DI) Professional Learning Strategy

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Student Success Learning to 18 Differentiated Instruction (DI) Professional Learning Strategy Differentiated Instruction Summer Program Summer 2010 – PowerPoint PPT presentation

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Title: Student Success Learning to 18 Differentiated Instruction (DI) Professional Learning Strategy


1
Student Success Learning to 18Differentiated
Instruction (DI) Professional Learning Strategy
  • Differentiated Instruction
  • Summer Program
  • Summer 2010

2
Anchor Activity Checking Out the DI Brochures
Grades 7- 8 Revised Jan. 09
Grades 7 -12 New Oct. 08
  • Differentiated
  • As we wait for people to arrive
  • Select a brochure to examine
  • From Anchor Activity (Handout 1) select Option a,
    B or C
  • Complete the Anchor Activity alone or with others

3
Student Success/Learning to 18DI Summer Program
2009
  • Focus for Module 1
  • Ministry Dl Professional Learning Strategy
    Overview
  • Introduction to Differentiated Instruction
  • Focus for Module 2
  • The DI Teaching/Learning Examples

4
Materials Review
  • REQUIRED FOR MODULES 1 and 2
  • Differentiated Instruction DI Brochures
  • 2010 Educators Package
  • Handout Package
  • DI Teaching/Learning Examples

5
Module 1 Agenda
  • Minds On
  • DI Brochures (Anchor Activity)
  • Introductions and Focus Activities
  • Learning Goals/Essential Questions
  • DI Professional Learning Strategy
  • Action
  • Clarifying DI
  • Underlying Principles / Key Features
  • Looking for DI
  • Common DI Structures
  • Consolidation
  • Whats DI? - 2 Options

6
Learning Goals Module 1
  • In this session participants are learning how to
  • explain effective differentiated instruction
  • access support and resources for DI through
    colleagues, the board and the Ministry
  • respond to student needs using DI

7
Essential Questions Modules 1
Essential Questions
  • What is differentiated instruction?
  • How do I effectively apply the elements of DI in
    instructional planning?
  • How do I increase my access to assistance and
    resources for using DI?

8
8
9
Anchor Activity Debrief
  • In Table Groups
  • Discuss
  • - how this task was differentiated
  • - the learning outcomes for each of the
    choices
  • - how the activity was differentiated
  • - the option you selected and your reasons
  • Listen to a few 1.00 summaries
  • To learn more about your group, complete the
    Table Profile

10
Create a Table Profile
  • Use the DI Scrapbook to determine
  • Your environmental learning preferences (p.11)
  • Your preferred Triarchic Intelligence (p.10 or p.
    16)
  • Where you are in your use of DI on the DI
    continuum (p.25)
  • Note your information on the Table Profile
    (Handout 2)

10
Differentiated Instruction Professional Learning
Strategy, 2010
11
Class and Student Profiles
  • In pairs
  • Partner A reads Class Profiles
  • (Educators Guide pp.18-19)
  • Partner B reads Student Profiles
  • (Educators Guide p. 20)
  • Brief each other on what they have read
  • As a table group
  • Discuss
  • What other types of information could be noted on
    a class profile?

12
12
Differentiated Instruction Professional Learning
Strategy, 2010
13
CornersDifferentiated
  • Go to the corner that best describes you and form
    groups of three
  • Share with the participants in your corner
  • - grades and subjects you teach
  • - prior experience with DI
  • - an example of how your learner
    preferences affected your
  • learning/teaching

14
I Wonder
What are you wondering about differentiated
instruction or the DI Summer Program?
  • Write each I wonder on a separate sticky note
  • Share your I wonders at the table (e.g., I
    wonder if DI means individualized programming.)
  • Post the I wonders from your group on the wall
    in the indicated area.

15
Personal Learning Goal
  • Refer back to the DI Implementation Continuum
  • Review and reflect on where you are in your
    implementation of DI
  • Set one specific goal for yourself to meet before
    the December break

16
Student Success/Learning to 18 Differentiated
Instruction Professional Learning Strategy
  • - a province-wide strategy to build the
    capacity of educators in Grades 7-12 to find out
    about their learners and respond to their diverse
    needs by differentiating instruction

17
Context Core Priorities
  • High Levels of Student Achievement
  • Reducing the Gaps in Student Achievement
  • Increased Public Confidence in Our Publicly
    Funded Schools

18
DI Professional Learning Strategy
  • The heart of school improvement rests in
    improving daily teaching and learning practices
    in schools, including engaging students and their
    families.
  • Ben Levin (2008). How to Change 5000 Schools,
    Harvard Education Press Cambridge, Mass.

19
Goals of the DI Professional Learning Strategy
  • To increase the instructional knowledge and
    skills of educators of grades 7-12 so that they
    can meet the diverse needs of all students
  • To build awareness of Differentiated Instruction
    as a framework for planning and implementing
    effective instruction, assessment and evaluation
    practices as outlined in the Ontario curriculum
  • To facilitate and support job-embedded
    professional learning opportunities through
    collaborative inquiry.

20
A New Definition of Professional Learning
  • Good teaching occurs when educators on teams are
    involved in a cycle in which they analyze data,
    determine student and adult learning goals based
    on that analysis, design joint lessons that use
    evidence-based strategies, have access to coaches
    for support in improving their classroom
    instruction, and then assess how their learning
    and teamwork affects student achievement.

From A New Definition, JSD, Fall 2009
21
Key Messages
DOING
KNOWING
  • Deepen and widen implementation with a focus on
    classrooms in all subject areas by all teachers
  • Assessment drives differentiated instruction
    professional learning about differentiated
    instruction and assessment should happen at the
    same time.
  • Integrating literacy, mathematics, assessment and
    evaluation and differentiated instruction will
    ensure alignment of and support for your work in
    improving student achievement
  • Ministry directions, initiatives and policies are
    aligned and integrated (e.g., DI, Growing
    Success, Learning for All)

21
22
DI Professional Learning Strategy
  • Historical Scan of Differentiated Instruction
    Supports and Resources
  • Brochures
  • - Grades 7-8 (revised 2008)
  • - Grades 7-12 (2007 08)
  • Grades 7-8 Educators Package aka the Box
  • (Fall 2007)
  • - Educators Guide, Cards, DVD and Facilitators
    Guide

23
DI Professional Learning Strategy- Brochures
24
Unpacking the Differentiated Instruction
Educators Package (Fall 07)
Teachers Guide Getting to the core of teaching
and learning
Poster
25
Unpacking the Differentiated Instruction
Educators Package (Fall 07)
Grades 7 8 DVD and Facilitators Guide
Strategy, Structure and Student Cards (Also found
in the 2020 Scrapbook)
26
DI Professional Learning Strategy
  • Historical Scan of DI Supports and Resources
  • v Brochures (2007 08)
  • v Educators Package (Fall 2007)
  • v Package Enhancements (Fall 2008)
  • - Facilitators Guide - Mathematics
  • - Facilitators Guide - Literacy
  • - Facilitators Guide -Assessment for Learning
    - Strategy Cards for each guide

27
DI Professional Learning Strategy
  • Historical Scan of Differentiated Instruction
    Supports and Resources 2007-2009
  • v Brochures (2007 08)
  • v Educators Package (Fall 2007)
  • v Package Enhancements (Fall 2008)
  • v Teaching/Learning Examples (2009 and 2010)

28
DI Teaching/Learning Examples
29
DI Professional Learning Strategy
  • DI Teaching/Learning Examples
  • Grades 7 and 8
  • Arts - Drama, Dance, Music and Visual Arts
  • History
  • Geography
  • Guidance
  • Language
  • Mathematics
  • Science and Technology

30
DI Professional Learning Strategy
  • DI Teaching/Learning Examples
  • Grades 9 and 10
  • Business Studies
  • Civics (Grade 10)
  • Computer Studies (Grade 10)
  • Cooperative Education
  • Guidance and Career Education
  • Geography (Grade 9)
  • History (Grade 10)
  • Science
  • Technological Education

31
DI Professional Learning Strategy
  • Historical Scan of DI Supports and Resources
  • v Brochures (2007 08)
  • v Educators Package (Fall 2007)
  • v Package Enhancements (Fall 2008)
  • v Teaching/Learning Examples (2009 and 2010)
  • v 2010 Educators Package
  • v 2010 Secondary DVD and Facilitators Guide
  • v Products from DI project sites Grades 7-10
    (edugains)

32
DI Professional Learning Strategy Ongoing
Gathering of Evidence
  • Differentiated Instruction Board Plans (RAFT
    format)
  • - boards submit annual plans to the Ministry
  • DI in Action Surveys
  • - tracking the DI learning of educator groups in
    each board through the completion of online
    surveys
  • Ongoing Work With Project Boards
  • - the Ministry works with schools in 12 project
    boards to conduct research and develop resources
    such as the videos and other products

33
Module 1 Agenda
  • Minds On
  • Introduction and Focus Activities
  • Learning Goals
  • DI Professional Learning Strategy
  • Action
  • Clarifying DI
  • Underlying Principles /Key Features
  • Looking for DI
  • Common DI Structures
  • Consolidation
  • Whats DI? 2 Options

34
Clarifying DI - Concept Attainment
  • Concept attainment is a strategy that
  • helps groups construct a common understanding of
    a concept
  • pools the knowledge of each person in the room to
    construct a common understanding of the concept
    of DI.

35
Clarifying DI Handout 5
36
Clarifying DI Concept Attainment
Pairs - Discussion
  • Examine each pair of statements on Page 1.
  • Decide what attributes the YES example has that
    the NO example does not.
  • Record the key attributes in the box entitled DI
    is on Page 2 of the handout.
  • Create a summary hypothesis of what DI is.

37
Clarifying DI Concept Attainment
Table Group - Sharing
  • Share your hypothesis at your table.
  • Note the similarities in the hypotheses
  • Prepare a summary statement or a question to
    share / ask in the large group

38
Clarifying DI Concept Attainment
Pairs or Team - Discussion
  • Select at least 3 of the Testers on Page 2 of the
    Clarifying DI handout.
  • Discuss and decide whether the Tester is a YES
    example or a NO example.
  • Create your own tester examples and
  • discuss them.

39
Clarifying DI Concept Attainment
Sharing
  • Be prepared to share your decisions and
    explanations with the whole group.
  • Try one or two of the testers on the whole group.

40
Take 5
  • Take a few moments to consolidate your
    understanding as you read over pages 1- 7 in the
    2010 Differentiated Instruction Educators Guide

41
Activity Debrief
  • Pause and Ponder
  • How might you use the concept attainment strategy
    with your students?

42
Underlying Principles
Aspects of the teaching/learning process that can
be differentiated
Knowledge of Students required to differentiate
instruction
  • Content (learning materials)
  • Process (how we help students learn)
  • Product (how students demonstrate their learning)
  • Learning Environment (conditions for learning)
  • Readiness
  • Interests
  • Learning Preferences (e.g., styles,
    intelligences, environmental

1. Knowing the Learner
2. Responding by Differentiating
assessment for learning
43
43
Differentiated Instruction Professional Learning
Strategy, 2010
44
Assessment for Learning Closed Sort
  • On your own
  • List the many strategies that you already use to
    differentiate for students (e.g., extra time to
    complete a test, choice of questions, etc.)
  • As a table group
  • Share your strategies and write each strategy on
    a separate sticky note

45
Closed Sort Knowing Your Students
  • Sort the examples on your sticky notes by
    placing each note under one of the headings on
    the chart.

INTEREST READINESS LEARNER PREFERENCES

46
RESORTResponding by Differentiating
  • Resort the strategies you have listed under each
    of these three headings.

Topic/Entry Point (Content) PROCESS PRODUCT LEARNING ENVIRONMENT

47
Closed Sort - Activity Debrief
  • Discussion Questions
  • Under which heading do we have the most/least
    ideas?
  • Why do we see the patterns we see here?
  • What might be some next steps suggested by the
    results of this sort?

48
Take 5 Knowing the Learner
  • Form Groups of three
  • Number off 1, 2 and 3
  • Read the pages in the Educators Guide
  • Member 1 Student Readiness
  • (Educators Guide pp. 10-11)
  • Member 2- Student Interests
  • (Educators Guide pp12-13)
  • Member 3 Student Learning Preferences
  • (Educators Guide p. 14)
  • Share an idea from the reading that resonated.

49
Exploring the Educators Guide
  • Note the page numbers that correspond to each
    item on the framework.

50
Key Features of a DI Classroom
  • Choice
  • Respectful tasks based on curriculum
  • Flexible grouping
  • Shared Responsibility for Learning

51
Looking for DI
  • Before Viewing
  • In groups of four
  • Select one key feature each to explore
  • Individually
  • Read about your key feature
  • - in the Educators Guide (pp.30-32)
  • - on the Reference Card Key Features

52
Video Segment
  • During Viewing
  • Record evidence of your key feature on the
    Looking for DI Handout
  • After Viewing
  • Explain your key feature to your group and share
    your evidence

53
View Video
54
Differentiated Instruction StructuresWays of
Organizing for DI
DI by Readiness Choose one
structure that you want to learn about.
  • DI Structures
  • Tiering
  • Learning Contracts
  • Learning Centres/Stations
  • RAFTs
  • Choice Boards
  • Cubing

55
Differentiation by . . . Learning Centers
  • Go to the Learning Centre for your structure
  • Read about the DI structure in the
  • - Scrapbook (pp. 17-19))
  • - Educators Guide (pp. 28-29)
  • Analyse an example in your handout
  • Discuss the key features of this DI structure and
    how it could be used in a subject are in your
    group

56
Module 1 Agenda
  • Minds On
  • Introductions and Focus Activities
  • Learning Goals
  • DI Professional Learning Strategy
  • Action
  • Clarifying DI
  • Underlying Principles / Key Features
  • Looking for DI
  • Common DI Structures
  • Consolidation
  • What is DI? (2 Options)

57
Choice Board Differentiated by . . .
  • Learners select an option from the choice board
  • All options address the same curriculum
    expectation(s) /goals
  • Learners engage in different activities but must
    meet the same assessment criteria

58
Whats DI? Choice Board
Individuals, Pairs or Table Group - Prepare
Individuals, Pairs or Table Group - Prepare
  • Study the success criteria to ensure the
    requirements for a quality product
  • Select an option from the Choice Board
  • Prepare your product

Large Group Sharing
  • Consider sharing your product with the large
    group.

59
What is DI? Choice Board
  • Expectation
  • By the end of Module 1, participants will
  • demonstrate an understanding of differentiated
    instruction

60
What is DI? Choice Board
  • Success Criteria
  • Explains the underlying principles of DI
  • - describes what needs to be known about
    students in order to differentiate
  • - identifies aspects of the teaching/learning
    process that can be differentiated
  • Explains the key features of DI

61
Option A - Multiple Intelligence Choice Board
LOGICAL-MATHEMATICAL Create a flow chart or matrix Be sure to study the criteria carefully before you select and as you proceed. BODILY-KINESTHETIC Construct a model, representation, or foldable
VISUAL SPATIAL Design a graphic organizer WILD CARD INTRAPERSONAL Analyse one of your lessons (you may work alone)
MUSICAL-RHYTHMIC Create a rap, jingle or song INTERPERSONAL Develop a role play or an oral presentation VERBAL LINGUISTIC Create a word web of the key concept
62
Option B Design a Task
  • Select a DI structure that you would like to
    explore
  • Work alone or form a small group with others who
    have chosen the same structure
  • Review the learning goal and success criteria for
    the task
  • Use the structure to design a task that could be
    used to assess the learning goal

63
Module 1 - Conclusion
  • When all is said and done, the purpose of
    differentiated instruction is to work smarter as
    teachers so that our students work smarter as
    students. The point is not to be overwhelmed by
    a myriad of instructional and assessment
    strategies but to be selective and purposeful in
    our use of them.
  • ( from Differentiated Instruction Teachers Guide
    Getting to the core of teaching and learning,
    2007)
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