Differentiated Instruction - Yolareadtogrow.yolasite.com/resources/Differentiated... ·...

Differentiated Instruction

Samantha Davies

Barbara Heffler

Candice Mott

Jacqui Harper

Cathi Robinson

Lee Lewis

Barb Vince

Andy Angus

Michelle Sharratt

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1   2    Differen*ated  Instruc*on  

3  Communica*ng  with  Parents/Guardians  

4   5   6  

7 8   9   10   11   12   13  

14 15   16   17   18   19   20  

21 22   23   24   25  Assessment  for  Learning:    Effec%ve  Feedback  

26   27  Supported  Work  Session:    Planning  Differen%ated  Instruc%on  

 (9-­‐12  @CLL)  

28 29   30  Digital  Literacy  

Full Day Sessions - 8:30-3:30

After School Sessions:

4:15 – 6:00 @ Julliard, Doncrest

Learner Profiles

Right to Pass

Appreciations No Put-downs

Attentive Listening

Mutual Respect

Tribes Agreements

How might instruction be differentiated based on assessment data and the needs of students?

Learning Goal

Our goals: •  to gain a shared understanding of differentiated instruction; and •  to know how to differentiate the content process, environment and product according to assessment data

Success Criteria

After this session you will know that you are successful if you: •  can define differentiated instruction using your own words; •  identify strategies that you might implement based upon student readiness, interest, and learning styles (provide specific examples)

One Student’s Perspective

What are some of Calvin’s impressions of life at school as represented in the following comic?

Discussion

•  Introduce yourself to your tablemates •  Share some of your thoughts regarding:

–  Calvin’s impressions –  the analogies within the comic –  the author/artist’s intended message(s)

•  Do you agree/disagree with some/all of the meaning that you inferred about life at school?

•  How might this comic support the necessity for differentiated instruction?

Common Goal in Board

Delivering assessment-based instruction that is differentiated to intentionally support the strengths, needs and interests of each student to improve student achievement and success in all subjects and programs.

YRDSB Plan for Continuous Improvement

Common Understanding

1. To gain a shared understanding of differentiated instruction

Instructional Strategies: a)  Concept attainment, graphic organizer

or self-assessment b) Windows and Mirrors – visualizing and

listening to DI in practice c)  Video clip- Debunking Myths d)  Reading- Numbered Heads e)  Direct Instruction- Big Ideas

Key Components of DI

Choices: Work alone or in pairs –  If you prefer to make meaning through comparing and contrasting different ideas you may want to do concept attainment –  If you prefer to make meaning by reading descriptions and crafting specific examples you may want to use graphic organizer –  If you prefer to make meaning by examining your present practice you may want to complete self-assessment guide

Windows and Mirrors If you looked through a window where differentiation was not occurring in these areas what might you see and hear:

a.  planning- before and after I know learners b.  organization- physical space, resources,

student groupings c.  instruction - how the learning is structured

including instructional approaches (ie. scaffolding, inquiry-based) and strategies

d.  assessment – for, of and as learning, feedback

Windows and Mirrors

Now look in the mirror, imagine that you are differentiating instruction. What might you see and hear now?

a.  planning- before and after I know learners b.  organization- physical space, resources,

student groupings c.  instruction - how the learning is structured

including instructional approaches (ie. scaffolding, inquiry-based) and strategies

d.  assessment – for, of and as learning, feedback

Break Time

See you in 15 minutes!

Differentiated Instruction ~ Myths and Truths

Focus for Viewing

A Teacher’s perspective

B Student’s perspective

Professional Resource

Key Idea

• Differentiation is responsive teaching rather than one size fits all teaching.

Key Idea

Key Idea

• Using varied instructional strategies for responding to readiness, interest, and learning profiles

Key Idea •  Flexible grouping that

varies depending on readiness, interests and learning profile.

• Who really needs this lesson? When and how will I deliver it?

Key Idea

• On-going assessment and adjustment is essential

• We are responding to assessment data!

Key Idea

•  Just as you have to know where you are going (design down planning), know what you are assessing (clear targets and criteria), you also must know your learners and how they learn

Ongoing assessment

and adjustment

Teachers Can Differentiate Through:

Content Process Product

according to students’

Readiness – Start where they are!

Interests -Make it meaningful!

Learning Profile -Build on their strengths!

Differentiating Instruction is a teacher’s response to learner’s needs guided by general

principles of differentiation:

Environment

Based on model developed by Carol Ann Tomlinson, ASCD Conference, Summer 2008

Respectful Tasks

Quality Curriculum

Flexible Groupings

Building Community

Check-in Point

  Can define differentiated instruction using your own words

Number off 1 or 2 Turn to a partner and complete this sentence: 1. Differentiated instruction means as a teacher I… 2. Differentiated instruction means as a student I…

Animal School

•  Please use the Yes And…Yes But graphic organizer to record your thoughts, ideas, or questions as you listen to the read aloud

•  Yes And…- statements you understand and agree with or can relate to

•  Yes But… - statements that you understand but do not agree with or do not think fit into our context

(http://www.raisingsmallsouls.com/)

Inside/Outside Circle

Lunch

Common Understanding 2. to know how to differentiate the

content, process, environment and product according to assessment data

Instructional Strategies: a) Yes And…/Yes But… - Animal School b) Reading text- learning styles c) Small Group- Analysis of samples- PMI d) Video- classroom sample

Knowing Our Learners

•  You may choose to read one of the following resources: – excerpt from Chapter 4 from Start

Where They Are by Karen Hume on learning styles (p. 62-69)

– excerpt from Chapter 4 from Start Where They Are by Karen Hume on intelligences (p. 70-77)

•  Please make jot notes as you read or use 3-2-1 summary

Learning Profiles Creating individual profiles for students who are/have:   not reaching their full learning potential;   facing social-emotional, behavioural, or

organizational challenges;   experiencing difficulty with a particular transition

or transitions in general;   personal circumstances that are interfering with

their learning;   become disengaged from school activities;   special education needs.

Learning for All, Ministry of Education, 2009 DRAFT

Class Profile

•  snapshot of the strengths and needs, interests, and readiness of the students in the class

•  resource for planning and assessment

•  critical information at a glance •  living document serving

Learning for All, Ministry of Education, 2009 DRAFT

Class Profile

Using the class profile a teacher may identify and group students according to their:

  learning styles and preferences   “readiness to learn   learning strengths and needs   interests and talents   supports or interventions

Learning for All, Ministry of Education, 2009 DRAFT

Learning for All, Ministry of Education, 2009 DRAFT

Learner Profiles

Primary/Junior

Intermediate/Senior

As you explore sample class & learner profiles and templates, please use a PMI to frame your

discussions and comparisons.

Analysing Samples

Video Clip

•  St. Wilfred Catholic School •  Grade 7 class •  Instructional focus – developing

academic vocabulary •  As you watch take note of the

various ways the lesson is designed to promote learning

Differentiated Instruction

  Effec*ve  instruc*on  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  ac+on  to  meet  the  needs  of  all  learners.  

Dif

fere

ntia

ted

Inst

ruct

ion

Che

cklis

t

Ongoing assessment

and adjustment

Teachers Can Differentiate Through:

Content Process Product

according to students’

Readiness – Start where they are!

Interests -Make it meaningful!

Learning Profile -Build on their strengths!

Differentiating Instruction is a teacher’s response to learner’s needs guided by general

principles of differentiation:

Environment

Based on model developed by Carol Ann Tomlinson, ASCD Conference, Summer 2008

Respectful Tasks

Quality Curriculum

Flexible Groupings

Building Community

Readiness

“Determining what your students already know, understand and can do before they start a new unit of study is a cornerstone activity of a differentiating teacher.”

Karen Hume, Start Where They Are

Diagnostics help you to determine: •  the content, skills, and strategies

you need to teach •  the misconceptions students may

bring to the learning •  how to group students for

instruction •  the kinds of activities or strategies

that will best support various learners

Karen Hume, SWTA

Kids Infobits

Check-in Point

  understand how to use learning profiles to differentiate Trios craft possible applications 1. Vital information that I would like on a learner’s profile include… 2. The ways that I might respond through instruction to that information include…

Feedback on Session

You may choose to work alone or with a partner. You may choose to sign it or make it anonymous. Please create a comic that gives us some insight into your experiences here today.

Sketching Your Journey Please summarize your experience for us in the form of a comic strip

You arriving at today’s session

You leaving today

include questions you still

have

Discussions with colleagues that

helped or hindered your learning

Narrate activities that did or did not help you to learn

questions that were answered for you…

Contact Information   Andy Angus, ext. 3003

andy.angus@yrdsb.edu.on.ca   Jacqui Harper, ext. 3481

jacqui.harper@yrdsb.edu.on.ca   Candice Mott, ext. 3458

candice.mott@yrdsb.edu.on.ca   Cathi Robinson, ext. 3248

cathi.robinson@yrdsb.edu.on.ca   Michelle Sharratt, ext. 3412

michelle.sharratt@yrdsb.edu.on.ca

Thank You!