Leveraging DI Through

Curriculum Implementation

Ron BallentineCindy Cosentino

Halton District School Boardcosentinoc@hdsb.caballentiner@hdsb.ca

2007-2010DLP:

Differentiation Learning Plan

Pre-implementationImplementationBuilding CapacitySustaining Capacity

DLP:Differentiation Learning Plan

Strengths:Allowed teachers to self-evaluate and

select the session that best met their learning needs

Allowed SPD leadership team to develop expertise

Provided a foundation of understanding in the system

Participants felt well-prepared to implement DI in their classroom

DLP:Differentiation Learning Plan

Areas to improve:• Participants were often isolated,

difficult to develop a culture of collaboration

• Challenging to provide ongoing support and follow-up

• Difficult to ensure the learning was job-embedded

Science Curriculum Implementation Plan

Use the implementation of the revised science curriculum as a context for the learning

Year 12008-2009

Winter: Prepare the way

Planning team (department heads) developed to look at new curriculum and to begin planning for roll-out

Year 12008-2009

Spring: Set the Stage

Regional sessions each science department was brought to a training session

Goals:• introduce the new curriculum• frame it within the philosophical

shift in structure

Year 22009-2010

Build Leadership Capacity

Year 22009-2010

Leaders’ meetings-5 full day sessions

Differentiated Instruction Literacy Assessment and evaluation Backward Design Facilitation skills

Year 22009-2010

Release time provided for in-school

department time

Department initiatives Cross-school meetings Differentiated to meet the needs of

the department

Year 22009-2010

Lesson writing

Development of teacher-developed lessons that model Differentiated Instruction STSE focus of curriculum A & E practices

DI Planner

Sharing teacher developed resources

…Developing a culture of collaboration

Evaluation

How did it go?

“I felt better prepared to use differentiated instruction while I worked to implement the new curriculum.”

NA 1 2 3 4 5

Not applicable

Strongly disagree Disagree Uncertain Agree Strongly

Agree

95%

“The learning from Science Leaders Sessions has had a positive impact on the work I do in my classroom.”

“The learning from Science Leaders’ Sessions has had a positive impact on the work I do in my role as a department head.”

“The learning from these sessions has had a positive impact on the work of the other teachers in my department.”

Year 32010-2011

Consolidate and

Sustain Capacity

Year 32010-2011

Leaders’ meetings-4 half days

Development of department goals to support SIPs

Sharing of successes and challenges

What supports would be of assistance to you?

• More specific examples• Exemplars that I could use in class• More examples for academic/senior

classes• Demos of lessons• More continued exemplars of what

has worked well for other teachers• Could we see some classes engaged

in a differentiated lesson to see what it looks like in practice

Sharing of Ministry Resources

DI and Growing SuccessUsing DI as a context for all the work we

are doing

Next steps?

Looking at the DI planner, what areas in KNOWLEDGE OF STUDENT

and INSTRUCTIONAL RESPONSE

Are you most interested in focusing on next?

50% chose PROCESS68% chose READINESS

Year 32010-2011

April PD day

Subject based, used to introduce Growing Success

Science leaders are planning & organizing work sessions

DI is at the core of the work

Year 32010-2011

Work Groups

Continued use of differentiated lesson planner

Develop strategies to meet the needs of different learners (Vernier)

Smarter Science-differentiation in inquiry

Focus on learning skills and community building

Would you recommend this model of department leader support for other curriculum

areas? • Yes, time to reflect and grow throughout

the year (better than just a one time thing).

• Yes, it has allowed the Board to become smaller. What is happening in Acton is also occurring at Burlington Central.

• Absolutely, it enhances student learning through teacher professional dev. In specific areas i.e. science.

Would you recommend this model of department leader support for other curriculum

areas? • I would recommend this model for all

curriculum areas because it forms a more focused time and the opportunity for sharing among leaders.

• Yes, to build consistency (with curriculum, A&E, DI) between Halton schools, this is very useful.

Administration Perspective?

“The rollout of the revised science curriculum provided Halton the opportunity to simultaneously embed differentiated instruction into science courses. The evidence of our science teachers implementing a differentiated approach is readily apparent.”

Administration Perspective?

"They provided more choice in products and process, adapt their delivery to student's readiness to learn and frequently rely on assessment practices to adjust their lesson delivery."

" Our science teachers are adjusting very well to the implementation of the Growing Success policy document. The learning introduced through the revised curriculum rollout is again showing its value.”

Administration Perspective?

“Our science teachers are adjusting very well to the implementation of the Growing Success policy document. The learning introduced through the revised curriculum rollout is again showing its value.”

Moving forward…

This 3-year plan is being used by other curriculum areas as their documents are revised.

Questions?