Anchor Activity Checking Out the DI Brochures

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Anchor Activity Checking Out the DI Brochures
Grades 7- 8 Revised Jan. 09
Grades 7 -12 New Oct. 08

• As we wait for everyone to arrive
• Select a brochure to examine
• Review the questions in the Anchor Activity
  (Handout 1)
• Find as many of the items in the brochure as you
  can.

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

• Differentiated Instruction
• Summer Programs
• August 17/18, 2009

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Student Success/Learning to 18DI Summer Program
2009

• MODULE 1
• Ministry Dl Professional Learning Strategy
  Overview
• Introduction to Differentiated Instruction

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Module 1 Agenda

• Minds On
• DI Brochures (Anchor Activity)
• Introductions 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? Choice Board

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Materials Review

• REQUIRED FOR MODULES 1 and 2
• Differentiated Instruction DI Brochures
• Handout Package
• DI Teaching/Learning Examples

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Corners Differentiated by Learner Preferences

• Go to the corner that best describes your
  learning style and form groups of three
• Share with the participants in your corner
• - prior experience with DI
• - an example of how your learner
  preferences affected your
• learning/teaching

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I Wonder
What are you wondering about differentiated
instruction or the DI Summer Program?

• Write each I wonder on a separate stickie 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.

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Essential Questions Modules 1 and 2
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?

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Whip AroundWrite 3 bullets to complete this
statementDifferentiated Instruction is
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Whip Around

• Used to check for understanding in a group.
• (Do I need to re-teach?)
• Teacher poses a question or task requiring the
  students to make a list of at least 3 items.
• Students individually respond on paper then stand
  up.

• 3. Teacher randomly calls on Student A (pick a
  popsicle stick) to share one of his or her ideas.
  Other students check off any items that are said
  by A. Continue picking students. Students sit
  down when all of their items are checked off.
• 4. Teacher randomly calls on one of the students
  still standing to share and so on.

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Essential Questions Modules 1 and 2
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?

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Learning Goals Module 1

• Participants will
• Demonstrate an understanding of Differentiated
  Instruction
• Underlying principles
• Key features
• Access support and resources for DI through
  colleagues, the board and the Ministry
• Investigate the use of DI structures

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Personal Learning Goal

• Find the continuum under the Implementing DI
  tab of the Grades 7-12 brochure
• Review and reflect on where you fit on each of
  the three rows
• Set one specific goal for yourself to meet before
  the December break

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STAND UP/HAND UP/PAIR UP

• Do a high-five and put your hands down.
• Discuss the use of Learning goals and Goal
  Setting with students

• When I Say Go you will stand up, put your hand
  up, and pair up
• Keep one hand high in the air until you find the
  closest partner who is not from your table.

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DI Professional Learning Strategy

• Where does our boards summer program fit into
  the Student Success Learning to 18 DI
  Professional Learning Strategy?

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DI Professional Learning Strategy

• Historical Scan of Differentiated Instruction
  Supports and Resources 2007-2009
• Brochures
• - Grades 7-8 (revised 2008)
• - Grades 7-12 (2007 08)

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DI Professional Learning Strategy- Brochures
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DI Professional Learning Strategy

• Historical Scan of Differentiated Instruction
  Supports and Resources 2007-2009
• v Brochures (2007 08)
• Educators Package aka the Box (Fall 2007)

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Unpacking the Differentiated Instruction
Educators Package (Fall 07)
Teachers Guide Getting to the core of teaching
and learning
Poster
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www.edugains.ca
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Unpacking the Differentiated Instruction
Educators Package (Fall 07)
Grades 7 8 DVD and Facilitators Guide
Strategy, Structure and Student Cards
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DI Professional Learning Strategy

• Historical Scan of Differentiated Instruction
  Supports and Resources 2007-2009
• v Brochures (2007 08)
• v Educators Package (Fall 2007)
• Package Enhancements (Fall 2008)
• - Facilitators Guide - Mathematics
• - Facilitators Guide - Literacy
• - Facilitators Guide -Assessment for Learning
  - Strategy Cards for each guide

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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)
• Teaching/Learning Examples (Spring 2009) NEW

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DI Teaching/Learning Examples
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DI Teaching/Learning Examples 2008-09

• Subjects Released This Year
• Grades 7 8 Science and Technology
• Grades 7-10
• English, Mathematics, Guidance and Career
  Education
• History (Grades 7, 10), Geography (Grades 8, 9),
  Civics (Grade 10)
• Grades 9 10 Business Studies

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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 (Spring 2009) NEW
• DI Teaching Learning Examples - Summer Writing
  (Year Two)

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DI Teaching/Learning Examples 2009-10

• SUMMER WRITING 2009
• Science (Grades 9 and 10)
• Arts (Grades 7 and 8)
• - Drama, Dance, Music and Visual Arts
• Technological Studies (Grades 9 and 10)
• Cooperative Education
• Computer Studies (Grade 10)

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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 (Spring 2009) NEW
• v Teaching Learning Examples - Summer Writing
• Summer Program 2009 NEW

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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.

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Key Messages
DOING
KNOWING

• Deepen and widen implementation with a focus on
  classrooms in all subject areas for all students

• Assessment drives differentiated instruction

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

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DI Professional Learning Strategy Ongoing
Gathering of Evidence

• Differentiated Instruction Board Plans (RAFT
  format)
• - boards submit annual plans to the Ministry
• DI in Action
• - tracking the DI learning of an educator group
  in each board through the completion of 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

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DI Professional Learning Strategy

• Coming in 2009 -2010
• Products from DI project sites grades 7-10
• Grade 9 10 videos
• Continued job-embedded opportunities for DI with
  ministry and board support
• Teaching Learning Examples for curriculum areas
  with revised documents
• Visit www.edugains.ca

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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? Choice Board

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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.

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Clarifying DI Handout 2
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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.

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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

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Clarifying DI Concept Attainment
Pairs or Team - Discussion

• Select at least 3 of the Testers on Page 2 of the
  Clarifying DI handout.
• Discuss with your AB partner and decide whether
  the Tester is a YES example or a NO example.
• Create your own tester examples and
• discuss them.

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Clarifying DI Concept Attainment
Sharing

• Share your decisions and explanations with your
  table.
• Try one or two of your testers on the whole group.

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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.

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Inside-Outside Circle

• Tables 2, 4, 6, 8 and 9 (even numbers 2, 4) form
  a circle
• Tables 1,3,5, 7, 9 (odd numbers) form another
  circle outside this circle
• Face each other
• Beginning with the inside circle person, share
  how you might use the concept attainment strategy
  with your students.
• Inside circle rotate clockwise three people to a
  new partner

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The Concept Attainment Strategy

• Pause and Ponder

• How might you use the concept attainment strategy
  with your students?

SSL-18ITEB, DI Professional Learning Strategy,
OCEA Conference, April 2009
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DI Responsive Instruction
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. Finding out ? Knowing ?
2. Responding
assessment for learning
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Assessment for Learning Closed
SortThink-ShareRound Robin

• 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
• Take turns Sharing your strategies (start with
  person 4) and write each strategy on a separate
  stickie note

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Closed Sort Knowing Your Students

• Sort the examples on your stickie notes by
  placing each note under one of the headings on
  the chart.

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RESORTResponding by Differentiating

• Resort the strategies you have listed under each
  of these three headings.

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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)

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Reach Every Student Through Differentiated
Instruction DI Brochure DI in Action Section

• Examine the models on the left side of the DI in
  Action section of the brochure.
• Read a subject example on the right hand side of
  the page.
• Find the following aspects of DI in the examples

• 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

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Differentiated Instruction Video Clip

• You will be viewing a video of a class where
  differentiated instruction is being used.

Before Viewing PREDICT As pairs or individuals,
make a list of what you expect to see in a
differentiated classroom.
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Differentiated Instruction Video Clip

• During Viewing
• Watch the video without sound
• CONFIRM your predictions by checking them off
• After Viewing
• Discuss your predictions and confirmations and
  add new items to you list

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Key Features of a DI Classroom

• Choice
• Respectful tasks based on curriculum
• Flexible grouping
• Shared Responsibility for Learning

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Math Video Clip

• Before Viewing (DI by interest /readiness)
• Select a viewing card that interests you
• Read over the questions / indicators
• During Viewing
• Use the Evidence column to record evidence
• After Viewing
• Share your evidence and thoughts

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Differentiated Instruction StructuresWays of
Organizing for DI
DI by Readiness Choose one
structure that you need to learn about.

• DI Structures
• Tiering
• Learning Contracts
• Learning Centres/Stations
• RAFTs
• Choice Boards
• Cubing

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Differentiation by Interest Learning Centers

• Go to the Learning Centre for your structure
• Read about the DI structure
• 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

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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? Choice Board

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Choice Boards DI by Learner Preference

• 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

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Whats DI? Choice Board
Individuals, Pairs or Table Group - Prepare
In your table groupings

• Study the assessment 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.

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What is DI? Choice Board

• Expectation
• By the end of Module 1, participants will
• demonstrate an understanding of differentiated
  instruction

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Whats DI? Choice Board

• Assessment (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

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Multiple Intelligence Choice Board
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Part 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)