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Student Success2011 Summer Program
Differentiated Instruction using Evidence-based Strategies, Grades 7-12
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Group Profile Knowing the Learner
1. Grade(s) you teach 2. Subject(s) you teach 3. Your years of classroom experience with DI4. Your placement on the DI Continuum, (p.
25, DI Scrapbook or p. 35, 2010 DI Ed Guide)
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In order to create a group profile, please use sticky dots/markers to indicate:
AgendaMinds On• Session Purpose, Context and Learning Goals • Knowing the Learner• Instructional Strategies
Action • Differentiating Instructional Strategies• Video Application• Lesson Design and Instructional Design Questions• DI Teaching/Learning Example Application
Consolidation• Lesson Design Application 3
Session Purpose
To develop the capacity of educators to plan for effective use of evidence-based instructional strategies and differentiated instruction
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Provincial Context: Core Priorities
High Levels of Student Achievement
Reducing the Gaps in Student Achievement
Increased Public Confidence in Our Publicly Funded Schools
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School Effectiveness Framework
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School Effectiveness FrameworkSchool Effectiveness Framework
Curriculum, Teaching and Learning Instruction and assessment are differentiated in response to students’ strengths, needs and prior learning (4.5)
Student Voice The teaching and learning environment is inclusive and reflects individual student strengths, needs and learning preferences (3.1)
Assessment for, as and of Learning A variety of valid and reliable assessment data is used by teachers to
continually monitor learning, to inform instruction and assessment and to determine next steps (1.5)
School and Classroom LeadershipJob-embedded and inquiry-based professional learning builds capacity, informs instructional practice and contributes to a culture of learning (2.4)
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Student Success Grades 7-12 Key Elements
PROGRAMS Specialist High Skills Major Dual Credits Expanded Cooperative Education Ontario Skills Passport Board Specific Programs
LEADERSHIP DEVELOPMENT• Student Success Leaders• Student Success Teachers• Student Success School and Cross
Panel Teams
EFFECTIVE INSTRUCTION Differentiated Instruction Math GAINS Literacy GAINS Professional Learning Cycle Student Voice School Effectiveness Framework
INTERVENTIONS Credit Rescue / Recovery Transitions Supports/Taking Stock Children and Youth in Care Re-engagement 12 12+Strategy Supervised Alternative Learning School Support Initiative 8
Program Change
In-School & In-Class Preventions
(e.g. Transitions, Differentiated Instruction)
Re-entry to School
In-School Interventions
(e.g. Credit Recovery)
In-Class Interventions(e.g. Credit Rescue)
ALL
S
OM
E
FEW
Pyramid of Preventions andInterventions
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DI Professional Learning Strategy GoalsDI Professional Learning Strategy Goals
• increase the instructional knowledge and skills of educators of grades 7-12 to meet the diverse needs of all students;
• build awareness of differentiated instruction as a framework for planning and implementing effective instruction, assessment and evaluation practices as outlined in the Ontario curriculum;
• facilitate and support job-embedded professional learning opportunities through collaborative inquiry
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Supporting the Instructional CoreLeading Learning – Leadership
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A Professional Learning Cycle
1212 12
ExampleExample
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School(SIP)
Classroom(planning for teaching and learning)
Professional Learning Cycle(collaborative inquiry)
Board(BIP)
Literacy: Writing
Literacy: Writing
Gr. 9 & 10 Applied/Open
Literacy: Writing
Gr. 9 Tech Ed and Visual Arts, Gr. 10 Computer Studies: Common Assessment area - Expression and Organization of Ideas (Achievement Chart)
Visible Learning
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Teachers are among the most powerful influences in learning…. John Hattie (2008), Visible Learning, p.240
… teachers using particular teaching methods, teachers with high expectations for all students, and teachers who have created positive student-teacher relationships … are more likely to have above average effects on student achievement. Hattie, Visible Learning, p.126
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Visible Teaching - Hattie
Teachers are:Making learning the explicit goalSharing challenging learning
intentions and success criteriaPlanning interventions that
deliberately encourage mastery of these intentions
Seeking and giving feedbackAdapting teaching as a result of
feedback from learners 15
Visible Learning - Hattie
Students are:Committed and open to
learningInvolved in setting challenging
learning intentions and success criteria
Seeking feedback for learning
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Group Profile Knowing the Learner
1. Subject(s) you teach 2. Grade(s) you teach 3. Your years of classroom
experience with DI4. Your placement on the DI
Continuum
Differentiated Instruction Professional Learning Strategy, 2011
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Group ProfilePlease use markers or sticky dots to indicate:
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Table Profile/Partner Introductions Table Profile/Partner Introductions Knowing the Learner
Pairs:1. Find out key information from each other:
• grade(s)/subject(s) taught• an aspect of visible teaching and learning that is of
particular interest • his /her preferred learning environment• what he/she would be doing if not here today• group work preferences (N S E or W)
2. Introduce each other to the table group3. Ensure that the information is noted on the Table Profile
(Handout ?)
18Differentiated Instruction Professional Learning Strategy, 2010
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Compass PointsGroup Work Preferences
North: • act – just do itSouth: • care – ensure all voices are
heardEast: • frame – big picture (the forest)West: • focus – on details (the trees)
Source: adapted from Hume, 2009. The Evidence-Based School
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Categories of Instructional Strategies
Table Groups• Discuss how knowing each
other’s preferences might influence the way your group works together.
• Be prepared to share with the larger group
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Session Learning Goals
We are learning to: • use a variety of ways to find out about student readiness,
interests and learning preferences• purposefully select and use a variety of evidence-based
strategies • plan for visible teaching and learning• differentiate instruction by using a variety of evidence-based
strategies to address student learning needs• differentiate evidence-based strategies to address student
learning needs 21
Visible Teaching: Making Learning Goals Explicit
Visible Learning – Setting Success Criteria
In your table groups:• Read the learning goal
assigned to your table• Generate a short list of
success criteria for your goal• Share with the large group• Refine and post
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Anticipation Guide or Mind Map Anticipation Guide or Mind Map Knowing the LearnerKnowing the Learner
• Select either the Anticipation Guide or the Mind Map.
• Work alone or in pairs to complete your ‘Minds On’ activity of choice.
• Set aside until the end of the session
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24Differentiated Instruction Professional Learning Strategy, 2010 24
Instructional StrategiesGive One Get One - Table Group• Individually, list 2 strategies that you have used
successfully and recently. Think about why you used them, how they worked and what you might do next time.
• Share one of your strategies (why you used it when you did, how it worked and what you might do next time) with another person at your table (not the person you introduced)
• Repeat• Note, on the back of the table profile, the names of all
strategies shared 25
Categories of Instructional Strategies1 Identifying similarities and differences2 Summarizing and note taking3 Reinforcing effort and providing recognition4 Homework and practice5 Nonlinguistic representations6 Cooperative learning7 Setting objectives and providing feedback8 Generating and testing hypotheses9 Questions, cues and advance organizers
(Adapted from Marzano, Pickering and Pollock 2001:7)
See Reference Card, DI Ed Guide26
Instructional Strategy Check
For each strategy used/ discussed so far:1.List it in the ‘strategy’ column of the category(ies) to which it relates2.Note why and when it was used - in the Purpose column (Why this? and Why now?)
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Instructional Strategy Tracker, Handout 2
Session Debrief Session Debrief (Instructional Strategies)(Instructional Strategies)
1. Which strategies were used to find out about the learner?
2. Which of these strategies were used as assessing for learning strategies?
3. What information could be gathered from these strategies to inform instruction?
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Session Debrief Session Debrief (Instructional Strategies)(Instructional Strategies)
LEARNING ENVIRONMENT• What strategies contributed
to a positive learning environment and to the development of a sense of belonging?
Fresh Starts and False Starts: Young People in Transition from Elementary to Secondary School
Teachers who took time to get to know students’ interests, strengths, learning styles and ‘situations’ were better able to be more understanding, flexible and proactive in their teaching.
Dr. Bruce Ferguson et al
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Reflection: Visible TeachingIn this session, how have we:Made learning the explicit goalShared challenging learning intentions and success criteriaPlanned interventions that deliberately encourage mastery of these intentionsSought and given feedbackAdapted teaching as a result of feedback from learners
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AgendaAgenda
Minds On• Session Purpose , Context and Learning Goals • Knowing the Learner• Instructional Strategies
Action • Differentiating instructional strategies• Lesson Design and Instructional Design Questions• Application: DI Teaching Learning Example or Video
Consolidation• Use the same strategy
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Compass PointsGroup Work Preferences
North: • act – just do itSouth: • care – ensure all voices are
heardEast: • frame – big picture (the
forest)West: • focus – on details (the trees)
Source: adapted from Hume, 2009. The Evidence-Based School
1. Go to the compass point that reflects the group work preference that is most like you.
2. Share with others why you chose the particular preference
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Differentiated Instruction Educator’s Package (2010)
• Differentiated Instruction Educator’s Guide (2010)
• Differentiated Instruction Scrapbook
• Reference Cards • CD – package contents
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Revisiting DI
Like-Preference Groups (Compass Points):• To review how to differentiate instruction, examine:
– DI Scrapbook ‘Knowing the Learner’ Cards (pp. 9-11)– DI Educator’s Guide ‘Responding by Differentiating’, p.21 or Principles of Differentiated Instruction Reference Card., Side A.
• Share within the like-group, seeking clarification as needed; those with DI experience, make a connection to your practice.
• Prepare one comment and/or one question and/or one connection to practice to share with the large group.
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Revisiting DIRevisiting DI
Like-preference groups:
Share:• one comment, and/or • one question, and/or • one connection to
practice with the large group.
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PlacematPlacemat
Table Groups Individually: Use your section of the
placemat to note a response to:How does assessment for, as and of
learning connect with differentiated instruction?
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Handout 3
As a Table Group:•Discuss each response as atable group. •Summarize a group response in the centre of the placemat•Be prepared to share with the whole group
Placemat DebriefPlacemat Debrief
Whole Group Debrief• To which category(s) of instructional strategy does today’s
placemat belong?• What was the purpose of the placemat and why was it a good
choice for that purpose?
• How might the placemat activity itself be differentiated; by interest, by readiness, by learning preference?
• What other strategies could serve a similar purpose when the placemat is offered as one of a variety of strategy choices in order to differentiate instruction? 37
Differentiating Instructional Strategies
Like-Grade /Subject Groups • Individually share a Give One Get One strategy with the group• Select one of the shared strategies and discuss:
– The Category of Instructional Strategy to which it belongs– Why it was used– How it was, or could have been, differentiated to support certain
groups of learners – How it could have been used in combination with other instructional
strategies in order to differentiate for students– The knowledge of the learner required to differentiate
• Summarize and share with the large group 38
Instructional Strategy CheckInstructional Strategy Check
Table Groups: IndividualsFor each strategy presented:1. List it in the example column of
the category(ies) to which it relates
2. Note why it was used – when it was used
3. Describe a way that it could be differentiated (or used with other strategies to differentiate) and the knowledge of the learner that would be required
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Instructional Strategy Tracker, Handout 2
Application - Video
Table Groups• View the DI video segment• Identify:
– instructional strategies used– ways that instruction is differentiated
• Decide what knowledge of the learner was required to differentiate instruction
• Discuss as a group; share.40
DI based on Class Profile
2. How might you differentiate instruction (for the concept in the video) to:• meet the strengths and needs of these
students; and• address your own comfort level
3. Prepare to share with the large group.
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Table Groups – Pairs or Triads:1. Select a Class Profile (A, B or C) or think of the strengths and
needs of the students in one of your classes last year.
DI based on Class Profile
Table Groups – Pairs or Triads:How might you differentiate instruction, for the concept in the video, to:•meet the strengths and needs of your students; and•address your own comfort levelShare with large group.
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Session Debrief (Use of DI)
So far, how has this session demonstrated the DI underlying principles:1. finding out about the learner - interests, readiness and/or learner preferences?2. responding by differentiating (e.g., the content, process, product and/or learning environment)?
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Side B:Side B:
44Ontario Ministry of Education, SS/L-18ITEB 2010 Differentiated Instruction Summer Program 44
AgendaMinds On• Session Purpose , Context and Learning Goals • Knowing the Learner• Instructional Strategies
Action • Differentiating Instructional Strategies• Video Application• Lesson Design and Instructional Design Questions• DI Teaching/Learning Example Application
Consolidation• Use the same strategy
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Lesson Design
Like-Preference Triads• Examine Three-Part Lesson Design, pp. 33-34 DI
Educator’s Guide• Each reads with a different lens – a)Minds On, b)
Action and c) Consolidation• Share key points with each other • Prepare a comment or a question for the large group.
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Instructional Design Questions Instructional Design Questions Robert Marzano, 2007
1. What will I do to establish and communicate learning goals, track student progress, and celebrate success?2. What will I do to help students effectively interact with new knowledge?
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3. What will I do to help students practice and deepen their understanding of new knowledge?4. What will I do to help students generate and test hypotheses about new knowledge?5. What will I do to engage students?
Group Inquiry Group Inquiry Lesson Design and Instructional Design
Groups of 4: Like-SubjectEach member:• selects an Instructional
design question so that all questions are covered within the group
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Handout 5
Group Inquiry Group Inquiry Lesson Design and Instructional Design
In Groups of 4, individuals:• examine the charts on side A and B to identify connections
between their selected question and the Three Part Lesson Design components
• Share, within the group of 4, 2 or more observations that include connections to the particular subject of interest
Each group prepares an observation and a subject connection per question to share with the large group.
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Group Inquiry Group Inquiry Lesson Design and Instructional Design
Groups of 4For each question, share
with the large group: • an observation, and • a subject connection
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A Professional Learning Cycle
5151 51
Putting It All TogetherPutting It All TogetherDI Teaching/Learning Examples
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Putting It All TogetherPutting It All TogetherDI Teaching/Learning Examples
Select a DI Teaching/Learning Example to examine. Join with others who have selected the same example.Identify:evidence-based strategies and the category(ies) into which they may fitevidence-based strategies that are differentiated or are used in combination with other strategies to differentiateways that the three parts of the lesson have addressed the Instructional Design Questions
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Instructional Strategy CheckIn Table Groups, individuals:For each strategy examined in their DI TL
Example:1. List it in the example column of the
category(ies) to which it relates2. Note why it was used – when it was
used3. Describe how it was or could be
differentiated (or used with other strategies to differentiate) and the knowledge of the learner required
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Instructional Strategy Tracker, Handout 2
Session Debrief( Visible Teaching )
How are we:Making learning the explicit goalSharing challenging learning
intentions and success criteriaPlanning interventions that
deliberately encourage mastery of these intentions
Seeking and giving feedbackAdapting teaching as a result of
feedback from learners 55
AgendaMinds On• Session Purpose , Context and Learning Goals • Knowing the Learner• Instructional Strategies
Action • Differentiating Instructional Strategies• Video Application• Lesson Design and Instructional Design Questions• DI Teaching/Learning Example Application
Consolidation• Lesson Design Application 56
Consolidation - Lesson DesignConsolidation - Lesson Design
Individually or in pairs or triads, develop a short three-part lesson (for your students) that:•Reflects the components of visible teaching•Incorporates differentiated instruction:
• Strategies to determine interests, preferences and/or readiness of students
• Strategies that respond to knowledge of learner and address the learning goals of the lesson
•Includes one or more evidence-based strategies
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Consolidation - Lesson DesignConsolidation - Lesson Design
• Share lesson with others who teach similar subjects.
• Refine based on feedback.
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Instructional Strategy CheckInstructional Strategy Check
Table Groups: Individuals1. Note strategies used on the
instructional strategy tracker.2. Identify one or two strategies
that you might you use with your classes in September.
3. Share with a partner.
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Instructional Strategy Tracker, Handout 2
