Anchor Activity Checking Out the DI Brochures

SSL-18ITEB, DI Professional Learning Strategy, Adobe Connect Sessions, Nov. 2009 1

Anchor Activity Checking Out the DI Brochures

As we wait for all to join the conference:

Select a brochure and find the following: :

- A key message about choice

- Two frameworks to help understand DI

- A way to get to know students

Think about one way to use the brochures with staff.

Type your ideas in the CHAT pod.

Grades 7- 8 Revised Jan. ‘09

Grades 7 -12 New Oct. ‘08

SSL-18ITEB, DI Professional Learning Strategy, Adobe Connect Sessions, Nov. 2009 2

Differentiated Instruction Professional Learning Strategy

Adobe Connect Principals’ SessionNovember-December 2009

SSL-18ITEB, DI Professional Learning Strategy, Adobe Connect Sessions, April 2009 33

Welcome

• IntroductionsIntroductions• E-NormsE-Norms

SSL-18ITEB, DI Professional Learning Strategy, Adobe Connect Sessions, April 2009


Materials ReviewREQUIRED FOR THIS SESSIONREQUIRED FOR THIS SESSION

Grades 7 & 8 and/or Grades 7-12 DI Brochure(s)Handouts (6)DI Teaching/Learning Examples

HANDOUTSHANDOUTS

1. Clarifying DI2. Looking for DI (3 pages)3. Matching Activity4. Professional Learning Cycle (2 pages)5. Teacher Learning: What Matters?5b. Questions, Cues & Advance Organizers6. Supporting Teacher Learning Teams6b. Questions, Cues & Advance Organizers

4SSL-18ITEB, DI Professional Learning Strategy, Adobe Connect Sessions, April 2009


Session PurposeSession PurposeTo support instructional leadership for DI by:

providing and modeling sample DI professional learning strategies to support continued learning

developing awareness of Student Success/ Ministry Resources for DI including the DI Teaching/Learning Examples (TLXs)

facilitating sharing with other principalsexploring a process for job-embedded learning about DI



Four Corners - PollSelect the phrase that best describes the extent of your learning and experience with DI – as a school team.

a) Still in the harbour

b) Just leaving the harbour

c) Sailing the high seas

d) Destination in sight

OR

e) ‘Other’


Agenda • Minds On

– Conference Entry – Anchor Activity– Introductions, E-Norms, Purpose, Materials Review – Participant Poll #1– DI Professional Learning Strategy

• Action– Clarifying DI – Looking for DI– DI Teaching/Learning Examples

• Consolidation- A Professional Learning Cycle– Supporting Teacher Use of DI– Participant Poll #2



Why Differentiated Instruction?

High Levels of Student Achievement

Reducing the Gaps in Student Achievement

Increased Public Confidence in Our Publicly Funded Schools

http://www.edu.gov.on.ca/eng/document/energize/energize.pdf

Energizing Ontario Education



Why Differentiated Instruction?

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.



DI Professional Learning Strategy

DI Supports and Resources 2007-2009

√ Brochures – (2007– 08) √ Educator’s Package (Fall 2007)√ Package Enhancements (Fall 2008)

Literacy, Mathematics and Assessment for Learning√ Teaching/Learning Examples (Spring 2009) √ Summer Program 2009Summer Program 2009√ Teaching/ Learning Examples Teaching/ Learning Examples (Spring 2010)(Spring 2010)√ Educator’s Package (Spring 2010)


DI Professional Learning Strategy in 08-09

2. Professional Learning for Boards

3. DI Board Plans (RAFT)

4. Regional Projects

5. Educator Surveys DI in Action



Key MessagesKey Messages

Integrating literacy, mathematics, assessment and evaluation and differentiated instruction will ensure alignment of and support for your work in improving student achievement

KNOWING

DOING

Deepen and widen implementation with a focus on job-embedded learning; Expansion to all subject areas for all students


Assessment for learning drives differentiated instruction


Knowledge Skills Transfer (Application & Problem Solving)

Theory

Modelling

Practice

Coaching, Study Teams, Peer Visits

10%

30%

60%

95%

5%

20%

60%

95%

0%

0%

5%

95%

Impact: Practice & ReflectionImpact: Practice & Reflection

Student Achievement Through Staff Development, p.78, 3rd Edition – Joyce & Showers (2002)



Board DI Plans - Analysis (2)

2007-08 (Grades 7-8)Boards offering DI professional learning for teachers of:•Grades 7-8: 98%•Grades 9-10: 43%

•38% - one-time opportunity•57% - multiple opportunities•31% - job-embedded opportunities

2008-09 (Grades 7-10)

Boards offering DI professional learning for teachers of:•Grades 7-8: 82%•Grades 9-10: 93%

16% - one-time opportunity89% - multiple opportunities75% - job-embedded opportunities



Agenda • Minds On


• Action– Clarifying DI – Looking for DI– DI Teaching/Learning Examples

• Consolidation– A Professional Learning Cycle– Supporting Teacher Use of DI– Participant Poll #2


Clarifying DI – Handout 1 (Side A)


Clarifying DI – Concept Attainment

Pairs within Board Team (See Handout: Clarifying DI )

• Examine 2 pairs of statements on page 1 of the Clarifying DI handout. Decide what attribute(s) the yes example has that the no example does not.

• Share within board team

• Prepare to share one attribute with the Adobe Conference participants

DI Board Team - Discussion

Adobe Conference: Sharing



Clarifying DI – Handout 2 (B)



Clarifying DI – Concept Attainment Strategy

Board Team (See Handout: Clarifying DI )• Select at least 3 of the Testers on page 2 of the Clarifying DI

handout. Decide whether the ‘Tester’ is a Yes example or a no example.

• Complete the poll for each statement by choosing the category (Yes or No) into which it fits best


Adobe Conference: Whiteboard



POLL - Testers: Category Yes/No?

1. Everyone reads the same book. Yes/No

2.Some students demonstrate learning through an oral presentation; some demonstrate the same learning through a written assignment.

Yes/No

3.Students who struggle with the knowledge and skills needed for a particular area of study are always grouped together and work together.

Yes/No

4.For the same history assignment, some students work with a full journal article; some work with a précis of the article

Yes/No



Clarifying DI - Concept AttainmentClarifying DI - Concept Attainment

Why use Concept Attainment with staff?

Concept attainment:

• 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.


Differentiated Instruction Definition

Effective instruction that is responsive to the learning preferences, interests and readiness of the individual learner

An organizing structure or framework for thinking about teaching and learning

Responding to student needs with an awareness of the decisions that we make and taking deliberate action to meet the needs of all learners.



Underlying Principles of DI

• Knowing the learner – assess to inform instruction by continually building awareness of students’ learning strengths and needs (interests, readiness and learner preferences)

• Responding by differentiating – use a variety of instructional and assessment strategies to differentiate how students learn and how they demonstrate learning (content, process, product and learning environment)


Key Features of a DI Classroom

• Choice

• Respectful tasks based on curriculum

• Flexible grouping

• Shared Responsibility for Learning


Video ClipsYou will be viewing two video clips: - Grade 8 Mathematics class - Grade 9 Applied Science class

Before Viewing:As pairs or individuals, select a DI Principle or Key Feature to look for in the video.

Be sure all principles and features are covered by your team.



Looking for DIHandout 2a


Looking for DI

1. Examine ‘Looking for DI’.

2. Work in pairs.3. One pair selects

the Forest lens; the other selects the Trees lens

Forest: DI Underlying Principles (Big Picture)

Trees: DI Key Features(Details)



Looking for DIHANDOUT 2b

FOREST FOREST – Underlying Principles

TREES TREES – Key Features



Video Clips

During Viewing: • For each clip, note your observations about the

principle or feature(s) you selected.

After Viewing: • Share your observations for the principle or

feature(s) selected.




Video ClipsAdobe Conference: Sharing

• How would you use these materials and videos with staff?

• Share one idea in the chat pod



DI Teaching/Learning Examples

Subjects released in spring 2009:• Grades 7 & 8: Science and Technology• Grades 7-10:

– English, Mathematics, Guidance and Career Education

– History (Grades 7, 10), Geography (Grades 8, 9), Civics

• Grades 9 & 10: Business Studies



DI Teaching/Learning Examples



Whiteboard Matching Task

• Complete the Matching Activity with your group

• Be prepared to share your answers.



Matching ActivityHANDOUT 5



Consolidation• Minds On


• Action– Clarifying DI– Looking for DI– DI Teaching/Learning Examples

• Consolidation– A Professional Learning Cycle– Supporting Teacher Use of DI– Participant Poll #2



DI Teaching/Learning ExamplesIndividually or with a partner:

•Select and examine a DI Teaching/Learning Example of interest to you

•Look for the DI principles and key features •Discuss ways of using the TLXs with staff •Prepare to share with the larger group



A New Definition

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


A Professional Learning Cycle

PlanPlan

Act Act

Observe Observe Reflect Reflect

• Learning teams

• Scheduled, facilitated and planned

• Focussed on an area of student need

• Ongoing evidence-based decision-making in each phase of the cycle


Professional Learning CycleIndividuals:• Examine/review the Professional Learning

Cycle (handouts 5 and 6)• Choose one of the four phases • Think about how you could support a teacher

team working through this phaseTeams:• Share ideas for each of the four phases


Sample Tracking and Reporting TemplateHANDOUT


Professional Learning CycleHANDOUT


Supporting Teacher Use of DI

HANDOUT 5 1. Research Review:Teacher Learning:

What Matters? Linda Darling-Hammond, Nikole Richardson

HANDOUT 61. Supporting Teacher Learning Teams

Steve Chappuis, Jan Chappuis , Rick StigginsHow Teachers Learn

February 2009



Questions, Cues and Advance OrganizersQuestions, Cues and Advance Organizers

Marzano Category of Instructional Strategy: Questions, Cues and Advance Organizers

HANDOUT 5b – Pages 1, 2 & 3HANDOUT 6b – Pages 1, 2 & 3



Purpose - Fall ’09 Session for School Administrators:

To support instructional leadership for DI by:

providing and modeling professional learning strategies to support continued learning

developing awareness of Student Success/ Ministry Resources for DI including the DI Teaching/Learning Examples

facilitating sharing with other principals exploring a process for job-embedded learning

about DI



Participant Survey #2To what extent does this session: (1-limited 4-extensive)

1. provide and model professional learning strategies to support continued learning?

2. develop awareness of Student Success/ Ministry Resources for DI including the DI Teaching/Learning Examples?

3. facilitate sharing with other principals?

4. explore a process for job-embedded learning about DI

Use the Chat Pod to provide additional comments:•How might your board use these materials?•How might principals use these materials?•Other?



Next Steps

Additional Comments?• [email protected]• [email protected]• [email protected]• [email protected]

Summary and Next Steps…


Documents

Anchor Activity Checking Out the DI Brochures