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 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.

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Differentiated Instruction Professional Learning
Strategy

• Adobe Connect Principals Session
• November-December 2009

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Welcome

• Introductions
• E-Norms

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Materials Review

• REQUIRED FOR THIS SESSION

• HANDOUTS

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

• 1. Clarifying DI
• 2. Looking for DI (3 pages)
• 3. Matching Activity
• 4. Professional Learning Cycle (2 pages)
• 5. Teacher Learning What Matters?
• 5b. Questions, Cues Advance Organizers
• 6. Supporting Teacher Learning Teams
• 6b. Questions, Cues Advance Organizers

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Session Purpose

• To 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)
• sharing with other principals
• exploring a process for job-embedded learning
  about DI

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Four Corners - Poll
Select 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
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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

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Why Differentiated Instruction?
Energizing Ontario Education

• 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/ene
rgize.pdf
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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.

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DI Professional Learning Strategy

• DI Supports and Resources 2007-2009
• Brochures (2007 08)
• Educators Package (Fall 2007)
• Package Enhancements (Fall 2008) - Literacy,
  Mathematics and Assessment for Learning
• Teaching/Learning Examples (Spring 2009)
• Summer Program 2009
• Teaching/ Learning Examples (Spring 2010)
• Educators Package (Spring 2010)
• Order from www.publications.serviceontario.ca
• Downloads available at www.edugains.ca

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DI Professional Learning Strategy in 08-09

• 2. Support for Professional Learning
• DI Board Plans (RAFT)
• Regional Projects
• Educator Surveys DI in Action

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Key Messages
DOING
KNOWING

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

• Assessment for learning 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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Impact Practice Reflection
Knowledge Skills Transfer (Application Problem Solving)
Theory
Modelling
Practice
Coaching, Study Teams, Peer Visits
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0
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20
0
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60
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95
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Student Achievement Through Staff Development,
p.78, 3rd Edition Joyce Showers (2002)
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Board DI Plans - Analysis (2)

• 2007-08 (Grades 7-8)

• 2008-09 (Grades 7-10)

• 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

• Boards offering DI professional learning for
  teachers of
• Grades 7-8 84
• Grades 9-10 92
• 18 - one-time opportunity
• 87 - multiple opportunities
• 66 - job-embedded opportunities

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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

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Clarifying DI Handout 1 (Page 1)
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Clarifying DI Concept Attainment
DI Board Team - Discussion

• 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

Adobe Conference Sharing
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Clarifying DI Handout 1 (page 2)
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Clarifying DI Concept Attainment Strategy
DI Board Team - Discussion

• 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
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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
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Clarifying 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.

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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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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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Key Features of a DI Classroom

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

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Video Clips

• You will be viewing a video clip of a Grade 9
  Applied Science class

• Before Viewing (Handout 2 Looking for DI)
• As pairs or individuals, select a DI Principle or
  Key Feature to look for.
• Be sure all principles and features are covered
  by your team.

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Video Clips
DI Board Team - Discussion

• During Viewing
• Note your observations about the principle or
  feature(s) you selected.
• After Viewing
• Share your observations for the principle or
  feature(s) selected.

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Looking for DI
Handout 2a
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Looking for DI
DI Board Team - Discussion

• Forest DI Underlying Principles (Big Picture)

• Examine Looking for DI.
• Work in pairs.
• One pair selects the Forest lens the other
  selects the Trees lens

• Trees DI Key Features
• (Details)

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Looking for DIHANDOUT 2b
FOREST Underlying Principles
TREES Key Features
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Video Clips
Adobe Conference Sharing

• How might you use these materials and videos
  with staff?
• Share one idea in the chat pod

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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

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DI Teaching/Learning Examples
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Whiteboard Matching Task

• Complete the Matching Activity with your group
• Be prepared to share your answers.

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Matching ActivityHANDOUT 3
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DI Teaching/Learning Examples

• Individually 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

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Consolidation

• 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

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Quote from 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
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A Professional Learning Cycle

• Learning teams
• Scheduled, facilitated and planned
• Focussed on an area of student need
• Ongoing evidence-based decision-making in each
  phase of the cycle

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Professional Learning Cycle

• Individuals
• Examine/review the Professional Learning Cycle
  (handouts 4a and b)
• Choose one of the four phases
• Think about how you could support a teacher team
  working through this phase
• Teams
• Share ideas for each of the four phases

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Sample Tracking and Reporting Template
HANDOUT
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Professional Learning Cycle
HANDOUT
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Supporting Teacher Use of DI

• HANDOUT 5
• Research ReviewTeacher Learning What Matters?
• Linda Darling-Hammond, Nikole Richardson
• HANDOUT 6
• Supporting Teacher Learning Teams
• Steve Chappuis, Jan Chappuis , Rick Stiggins

How Teachers Learn February 2009
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Questions, Cues and Advance Organizers
HANDOUT 5b Pages 1, 2 3 HANDOUT 6b Pages 1,
2 3
Marzano Category of Instructional Strategy
Questions, Cues and Advance Organizers
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Purpose - Fall 09 Session for School
Administrators

• To support instructional leadership for DI by
• providing and modeling DI 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

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Participant Survey 2
To what extent does this session (1-limited ?
4-extensive) 1. provide and model DI
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?

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Next Steps
Summary and Next Steps

• Additional Comments?
• anne.clifton_at_ontario.ca
• demetra.saldaris_at_ontario.ca
• karen.greenham_at_ontario.ca
• shelly.roy_at_ontario.ca

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