Student Success
2011 Summer Program
Differentiated Instruction using Evidencebased Strategies, Grades 7-12
1
Group Profile
Knowing the Learner
In order to create a group profile, please use
sticky dots/markers to indicate:
1.
2.
3.
4.
Grade(s) you teach
Subject(s) you teach
Your years of classroom experience with DI
Your placement on the DI Continuum, (p.
25, DI Scrapbook or p. 35, 2010 DI Ed
Guide)
2
Agenda
Minds 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
4
Provincial Context: Core Priorities
 High Levels of Student
Achievement
 Reducing the Gaps in
Student Achievement
 Increased Public
Confidence in Our Publicly
Funded Schools
5
School Effectiveness Framework
6
School 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 Leadership
Job-embedded and inquiry-based professional learning builds capacity,
informs instructional practice and contributes to a culture of learning (2.4)
7
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
Pyramid of
Preventions and
Interventions
Re-entry to
School
Program Change
In-School Interventions
(e.g. Credit Recovery)
In-Class Interventions
(e.g. Credit Rescue)
9
In-School & In-Class Preventions
(e.g. Transitions, Differentiated Instruction)
DI 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
10
Supporting the Instructional Core
Leading Learning – Leadership
11
11
A Professional Learning Cycle
12 12
12
Example
Board
(BIP)
Literacy: Writing
School
(SIP)
Literacy: Writing
Gr. 9 & 10 Applied/Open
Classroom
(planning for teaching and learning)
Professional Learning Cycle
(collaborative inquiry)
Literacy: Writing
Gr. 9 Tech Ed and Visual Arts, Gr.
10 Computer Studies: Common
Assessment area - Expression and
Organization of Ideas
(Achievement Chart)
13
Visible Learning
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
14
14
Visible Teaching - Hattie
Teachers are:
Making learning the explicit goal
Sharing challenging learning
intentions and success criteria
Planning interventions that
deliberately encourage mastery of
these intentions
Seeking and giving feedback
Adapting teaching as a result of
feedback from learners
15
Visible Learning - Hattie
Students are:
Committed and open to
learning
Involved in setting challenging
learning intentions and success
criteria
Seeking feedback for learning
16
Group Profile
Knowing the Learner
Group Profile
Please use markers or sticky dots to indicate:
1. Subject(s) you teach
2. Grade(s) you teach
3. Your years of classroom
experience with DI
4. Your placement on the DI
Continuum
17
Differentiated Instruction Professional
Learning Strategy, 2011
17
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 group
3. Ensure that the information is noted on the Table Profile
(Handout ?)
18
Differentiated Instruction Professional Learning Strategy, 2010
18
Compass Points
Group Work Preferences
North:
• act – just do it
South:
• care – ensure all voices are
heard
East:
• frame – big picture (the forest)
West:
• focus – on details (the trees)
Source: adapted from Hume,
2009. The Evidence-Based
School
19
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
20
Session Learning Goals
Visible Teaching: Making Learning Goals Explicit
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 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
22
Anticipation Guide or Mind Map
Knowing 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
23
Differentiated Instruction Professional Learning Strategy, 2010
24
24
Instructional Strategies
Give 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
25
strategies shared
Categories of Instructional Strategies
1
2
3
4
5
6
7
8
9
Identifying similarities and differences
Summarizing and note taking
Reinforcing effort and providing recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives and providing feedback
Generating and testing hypotheses
Questions, cues and advance organizers
(Adapted from Marzano, Pickering and Pollock 2001:7)
See Reference Card, DI Ed Guide
26
Instructional Strategy Check
For each strategy used/
discussed so far:
1.List it in the ‘strategy’
column of the category(ies) to
which it relates
2.Note why and when it was
used - in the Purpose column
(Why this? and Why now?)
Instructional Strategy Tracker,
Handout 2
27
Session Debrief
(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?
28
Session Debrief
(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
29
Reflection: Visible Teaching
In this session, how have we:
 Made learning the explicit goal
 Shared challenging learning intentions
and success criteria
 Planned interventions that deliberately
encourage mastery of these intentions
 Sought and given feedback
 Adapted teaching as a result of feedback
from learners
30
Agenda
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
31
Compass Points
Group Work Preferences
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
North:
• act – just do it
South:
• care – ensure all voices are
heard
East:
• frame – big picture (the
forest)
West:
• focus – on details (the trees)
Source: adapted from Hume, 2009. The Evidence-Based School
32
Differentiated Instruction Educator’s
Package (2010)
• Differentiated Instruction
Educator’s Guide (2010)
• Differentiated Instruction
Scrapbook
• Reference Cards
• CD – package contents
33
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.
34
Revisiting DI
Like-preference groups:
Share:
• one comment, and/or
• one question, and/or
• one connection to
practice with the large
group.
35
Placemat
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?
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
36
Placemat 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 Check
Table Groups: Individuals
For 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
Instructional Strategy Tracker,
Handout 2
39
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
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.
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.
41
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 level
Share with large group.
42
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)?
43
Side B:
Ontario Ministry of Education, SS/L-18ITEB 2010 Differentiated Instruction Summer Program
44 44
Agenda
Minds 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
45
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.
46
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?
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?
47
Group Inquiry
Lesson Design and Instructional Design
Groups of 4: Like-Subject
Each member:
• selects an Instructional
design question so that
all questions are
covered within the
group
48
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.
49
Group Inquiry
Lesson Design and Instructional Design
Groups of 4
For each question, share
with the large group:
• an observation, and
• a subject connection
50
A Professional Learning Cycle
51 51
51
Putting It All Together
DI Teaching/Learning Examples
52
Putting It All Together
DI 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 fit
 evidence-based strategies that are differentiated or are used
in combination with other strategies to differentiate
 ways that the three parts of the lesson have addressed the
Instructional Design Questions
53
Instructional Strategy Check
In 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 relates
2. Note why it was used – when it was
used
3. Describe how it was or could be
differentiated (or used with other
strategies to differentiate) and the
knowledge of the learner required
Instructional Strategy Tracker,
Handout 2
54
Session Debrief
( Visible Teaching )
How are we:
Making learning the explicit goal
Sharing challenging learning
intentions and success criteria
Planning interventions that
deliberately encourage mastery of
these intentions
Seeking and giving feedback
Adapting teaching as a result of
feedback from learners
55
Agenda
Minds 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 Design
Individually or in pairs or triads, develop a short threepart 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
57
Consolidation - Lesson Design
• Share lesson with
others who teach
similar subjects.
• Refine based on
feedback.
58
Instructional Strategy Check
Table Groups: Individuals
Instructional Strategy Tracker,
Handout 2
1. 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.
59
anne.clifton@ontario.ca
karen.greenham@ontario.ca
linda.staudt@ontario.ca
shawna.eby@ontario.ca
jane.ashley@ontario.ca
60