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EFFECTIVE DIFFERENTIATED INSTRUCTION

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Title: EFFECTIVE DIFFERENTIATED INSTRUCTION


1
EFFECTIVE DIFFERENTIATED INSTRUCTION
  • PRESENTATION BY
  • STEPHANIE PLAZEK, MEGAN VALOIS AND KEITH COOPER
  • ST. PIUS X CATHOLIC HIGH SCHOOL

2
Trigonometry Critical Skills
3
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Learning Goals
  • Participants will experience a quick journey
  • through the St. Pius X High School D.I. plan
  • Areas of consideration
  • The promotion phase
  • Activities used to inform staff
  • What was promoted
  • The essential information required to understand
    Differentiated Instruction
  • Lessons learned from our project
  • The most critical component of effective
    Differentiated Instruction
  • Assessment (Incorporating the Observe phase of
    the PLC)

6
Implementing Differentiated Instruction at st.
pius x
  • Start with committed staff members
  • Look for existing resources
  • Share / promote these resources with the staff
  • P.D. sessions
  • Coffee House
  • D.I. Drop in Day
  • D.I. Idea of the Week
  • Booklet of D.I. strategies
  • Ubdexchange.org
  • Gradual process
  • Start with one or two strategies.
  • Share strategies with D.I. Team / Staff
  • Department meetings
  • Share experiences at Board level

7
Implementing Differentiated Instruction
Additional Considerations
  • Teacher support
  • Professional learning
  • Adequate planning
  • time

8
Classroom Steps to Success
  • Data Collection
  • Creating Classroom Environment
  • Relationship Building
  • Explicit Teaching of Skills for a Differentiated
    Classroom
  • Collegial Support
  • Administrative Support

9
Key Components of Differentiated Instruction
10
D.I. Puzzle activity
  • Take 1 piece of a puzzle from the
  • manila envelope
  • The puzzle is arranged according to colour
  • To determine the specific Key Component of
    D.I., find other individuals with the same colour
    of puzzle pieces
  • Put the puzzle together
  • For this Key Component discuss
  • How it relates to D.I.
  • 2 important aspects of this Key Component

11
What is differentiated instruction?
  • Key information that must be implemented in the
    schools D.I. plan
  • Proactive
  • Qualitative
  • Rooted in assessment
  • Student centered
  • A blend of instructional methods
  • Presentation / Content
  • Process
  • Product

12
PROACTIVE
  • The teacher should provide a variety of learning
    activities based on student readiness and
    learning style.
  • This should be prepared in advance, NOT done on
    the fly.
  • For students to truly benefit from differentiated
    instruction, teachers MUST plan.
  • Plan lessons utilizing the Design Down Model.
  • D.I. strategies need to address the specific
    aspect of the curriculum that is being addressed.
  • Teachers can plan instruction using the model of
    multiple intelligences to provide instruction
    that fits each students learning preferences.

13
QUALITATIVE
  • Instruction should focus on depth and quality of
    learning
  • not on quantity of work completed.
  • All learners should be given support to reach the
    same learning goals as their peers.
  • All students should be provided the support and
    materials to dig deeper into concepts and make
    connections between new learning and prior
    learning.

14
ROOTED IN ASSESSMENT
  • PRE-ASSESS
  • PRE-ASSESS
  • Instruction must be based on assessment results
  • Pre-assessment should be utilized to find each
    students readiness level.
  • A focus on assessment for learning is essential
    not just assessment of learning.
  • assessment should take place throughout the
    learning segment not just at the end.
  • Assessments should drive instruction and inform
    the teacher as to what adjustments need to be
    made to ensure student understanding of skills
    and concepts
  • Incorporates the Professional Learning Cycle
    (Observe Phase is the critical component in
    determining D.I. strategies)

15
STUDENT CENTERED
  • Learning activities should be planned with the
    students in mind.
  • ASK
  • Will my students be interested in this?
  • Will this activity engage my students? (avoid
    worksheets!!!)
  • Is this learning activity relevant to my
    students? (relevant means they can use this NOW!)
  • Know your learners Take time to learn about your
    students, their hobbies, the way in which they
    learn best (learning profile), their background
    and culture.

16
What can be differentiated?
  • What can be differentiated? A blend of
    instructional methods
  • Presentation / Content
  • Process
  • Product
  • Each of these three can be approached by looking
    at student readiness, interest and learning
    profile

17
Differentiating by Content / Presentation
  • Content may be differentiated by interest.
  • Students can look at concepts from the view of
    different subgroups.
  • Content may be differentiated by readiness.
  • Students should work with materials that are at
    their independent level
  • Content may be differentiated by student learning
    profile.
  • This would entail providing content in a variety
    of modalities so each student receives material
    in the way they learn best. This could include
    but is not limited to auditory, visual and
    kinesthetic.

18
Presentation
Visual Auditory Others
bulletin boardsbannersposterstelevisionslidesfilmstripsflashcardstransparenciesdramagraffiticomicsobjectscommunity events radiotapesrecordstelevisionlecturesdebatesdiscussionsfield tripsdramareadingsinterviewslettersconcerts tastesmelltouch texture temp Movement

19
Differentiating by Process
  • The process by which students make sense of their
    learning is usually in the form of a task or
    activity (sense making activities)
  • Sense making activities can be differentiated by
    readiness when the complexity of the task
    reflects the skill level of the students.
  • Sense making activities can be differentiated by
    interest when students are allowed to choose a
    facet of a topic or concept to become experts in
  • Sense making activities can be differentiated by
    learning profile (the teacher should provide
    activities that allow the student to make sense
    of information using a variety of modalities).
  • Examples of sense making activities that are
    easily differentiated are literature circles,
    cubing, journals, graphic organizers and learning
    centers.

20
Differentiating by Product
  • Differentiating by product would include use of
    multiple intelligences and allowing students the
    use of a variety of modalities
  • Allowing student to utilize his/her strength to
    demonstrate understanding

21
Product Examples
Verbalize Write Create Perform Solve
oral reportpanel discussiondebateopen discussiongamesbrainstormoral questions answerstelephoneinterviewscommentary themeresearchpaperreportworkbookchalkboardpoemsessaysstoriesdiarybooksplayscookbook dioramacollagescrollpaintingmodelgraphpictographmuralmapsmodelsfoodtimelinesclothingbulletin boardbannermovie/video time capsule media presentationportraitsgamesinventions simulationrole playdramaconcertmodelmusicdancepantomimepuppetshowsradiocommercials puzzlesmazesproblemsequationsriddlesgamesbrainteasersscavenger huntcharades
22
Lessons Learned From Our Project
23
St. Pius X Ministry Project
  • DI committee has existed for three years at SPX.
  • This year, we are part of a Ministry Project
    based on the Professional Learning Cycle.
  • Our own personal goal was to encourage more
    teachers to incorporate DI strategies into their
    daily practice.
  • Existing team members approached another teacher
    and asked them if they would be interested in
    working through a Professional Learning Cycle in
    a unit or module as a team.

24
Our 5 pairings
  • Trigonometry Grade 10 Applied and Academic
    Math
  • Islam Grade 11 Open and Mixed World
    Religion
  • Chemistry Grade 10 Academic Science
  • Genetics and Grade 11U Biology and Chemistry
    Grade 10 Applied Science
  • World War II Grade 10 Immersion and Academic
    History

25
Teacher Readiness
  • Every teacher is at a different level of
    readiness and at a different comfort level with
    DI .
  • Some teachers will start by implementing basic DI
    strategies which allows them to become accustomed
    to these strategies
  • Others will be ready to use student work and data
    to drive his/her practice.

26
Collaboration between Teachers
  • Difficulties
  • goal to collaborate with another staff member was
    not without challenges
  • given many single sections and our given
    timetables, we could not find a pairs to teach
    the same unit in the same course
  • co-planning needed release time or occurred after
    school given lack of shared prep time
  • release time became critical (half day blocks
    worked very well) but is not ideal as teachers
    are out of the classroom

27
Collaboration between Teachers
  • Benefits
  • similar strategies
  • assessments used regardless of level or content
  • very effective
  • mentorship
  • mutual learning

28
Student Reaction
  • Students were far more engaged in the lesson
  • Students were given much more feedback than usual
    and appreciated it
  • Students enjoyed the variety of activities and
    varied instruction
  • Every student showed significant improvement /
    success.

29
Resources
  • Materials chart paper, stickies, markers, card
    stock, laminator, etc
  • Good, varied professional learning / reference
    materials
  • Ongoing professional learning

30
assessment
  • The cornerstone of differentiated instruction
    without it, we are blindly leading our students.

31
Pre-Assessment (Diagnostic)
  • Teachers pre-assess their students prior to
    starting a learning unit
  • results can be factored into planning.
  • Pre-assessment should be simple.
  • Develop creative and interactive ways to ask
    students about their prior experience and
    attitudes towards a concept or topic

32
Assessment during Learning
  • Need to assess students learning during a
    learning unit.
  • Exit Cards or other assessment for learning
    strategies can be used to assess student learning
    during a learning segment.
  • Is a written response the ONLY way my students
    can show me they know this concept?
  • gives the teacher a great insight into where each
    student is in their mastery of skills and
    concepts.
  • The results of assessment for learning strategies
    determine the next steps in terms of
    differentiated instruction strategies

33
professional learning cycle emphasis on observe
  • PLAN
  • REFLECT ACT
  • OBSERVE
  • Observe
  • Examined student work and assessed student
    responses (on an ongoing basis)
  • Determined what strategy could be used to further
    develop student learning
  • Kept a class record where we noted what level
    students performed at for each task.
  • We spoke to individual students for feedback.
  • Instructional practice was shared through DI team
    meetings.
  • Determine next steps and decide on areas of
    improvement in the program where DI strategies
    could be beneficial next time through.

34
Smartboard response
35
Graffiti Gallery walks
36
TRAFFIC LIGHTS
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Assessment OF Learning
  • Contracts
  • A list developed with teacher and student that
    gives specific tasks to complete in a specific
    timeline.
  • Project Based
  • A project based assessment incorporates several
    learning goals into one product that demonstrates
    the students mastery of interconnected concepts
    and skills.
  • Projects are often assessed using a
    co-constructed rubric created by teacher and
    students.
  • R.A.F.T.s
  • Choice Boards
  • Cubing
  • Each side of a cube has one term on it,
  • Students roll the cube and choose a favorite way
    to respond to the term rolled.

39
Dinner Menu Photosynthesis
  • Appetizer (Everyone Shares)
  • Write the chemical equation for photosynthesis.
  • Entrée (Select One)
  • Draw a picture that shows what happens during
    photosynthesis.
  • Write two paragraphs about what happens during
    photosynthesis.
  • Create a rap that explains what happens during
    photosynthesis.
  • Side Dishes (Select at Least Two)
  • Define respiration, in writing.
  • Compare photosynthesis to respiration using a
    Venn Diagram.
  • Write a journal entry from the point of view of a
    green plant.
  • With a partner, create and perform a skit that
    shows the differences between photosynthesis and
    respiration.
  • Dessert (Optional)
  • Create a test to assess the teachers knowledge
    of photosynthesis.

40
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