September 2009 P A Day


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  • Activities for this session: Materials required for this session: Space Required: A large space for staff to be seated at tables for discussion -staff should be seated with members of other departments -chart paper and markers for each table -masking tape for posting group charts -laptop with a DVD drive -Speakers -DI kit (housed in Library Information Centres)
  • September 2009 P A Day

    1. 1. Differentiation for 21 st Century Learners Responsive Instruction Responsive Students September, 2009 P.A. Day DRAFT A balanced, holistic approach to literacy learning & instruction
    2. 2. <ul><li>God’s Presence in the World </li></ul>Opening Prayer
    3. 3. Being in the World LEARNING
    4. 4. What is this?
    5. 5. What is this?
    6. 6. What is this?
    7. 7. Catholic Education Social Justice Self-Directed Learners Citizenship Relationships Success for ALL Students -one-step instruction Life-long Learners
    8. 9. Differentiated Instruction is a natural fit! <ul><li>We are teachers of students, not a subject </li></ul><ul><li>We make a point of knowing our students, individually and as groups of learners </li></ul><ul><li>We plan instruction by starting where they are; this means respecting the knowledge and experience they bring to the learning, their background and culture </li></ul><ul><li>We respond to our students’ needs </li></ul><ul><li>We create a culture of responsibility to each other </li></ul>
    9. 11. Essential Understandings Student Achievement Learning Community Teacher Beliefs and Knowledge Karen Hume (2007) Start Where They Are: Differentiating for Success with the Young Adolescent
    10. 12. Essential Understandings Appropriate Challenge Evidence Base Knowledge of Students Powerful Instructional Strategies Student Achievement Learning Community Teacher Beliefs and Knowledge
    11. 13. Essential Understandings Appropriate Challenge Evidence Base Knowledge of Students Powerful Instructional Strategies Student Achievement Learning Community Teacher Beliefs and Knowledge Process Content Product
    12. 14. Strategies <ul><ul><li>Choice Boards </li></ul></ul><ul><ul><li>Tiered Assignments </li></ul></ul><ul><ul><li>R.A.F.T.S. </li></ul></ul><ul><ul><li>Learning Contracts </li></ul></ul>
    13. 15. Strategy # 1: Choice Boards Intrapersonal Analyze your last “best lesson” and describe how you could transform it into a “differentiated” (or a more differentiated) lesson. Ensure that key concepts and components, as well as how they relate to each other are built into the lesson. Interpersonal Create an oral presentation that outlines the key concepts and components of differentiated instruction and how they relate to each other Naturalist Categorize the key concepts and components of DI and describe the relationships between them. Bodily-Kinesthetic Construct a model or a representation that shows the key concepts and components of DI and how they relate to each other. WILD CARD! Communicate your understanding of the key concepts and components of DI and how they relate to each other in the form of your choice. Logical-Mathematical Present as a decision-making matrix, the key concepts and components of DI. Ensure that the decisions illustrate how the concepts and components relate to each other. Visual-Spatial Design a graphic organizer that shows the key concepts and components of DI and how they relate to each other Musical-Rhythmic Create a rap, song, ballad or jingle that describes the key concepts and components of DI and illustrates the relationships between them. Verbal-Linguistic Create a word web of the key concepts and components of DI that illustrates the relationships between them.
    14. 16. Choice in the Classroom as a Continuum… Completely the teacher’s choice Student choice from a range of teacher options Completely the student’s choice
    15. 17. Strategy # 2: Tiered Instruction <ul><li>Tiered instruction is a means of teaching one concept and meeting the different learning needs in a group. </li></ul><ul><li>It can be designed for: </li></ul><ul><ul><ul><li>A lesson </li></ul></ul></ul><ul><ul><ul><li>An assignment </li></ul></ul></ul><ul><li>Tasks vary according </li></ul><ul><li>to readiness </li></ul>The TASK is tiered, not the student…
    16. 18. Why bother with tiered instruction? <ul><li>Each student is appropriately challenged. </li></ul><ul><li>The focus is on the concept, not on the learning difference. </li></ul><ul><li>It maximizes learning . </li></ul>
    18. 20. Steps for tiered assignments: <ul><li>Pre-Assess for readiness </li></ul><ul><li>Sort students into three groups </li></ul><ul><li>Develop three activities </li></ul>Karen Hume
    19. 21. Characteristics of Tiered Assignments Activity is more open-ended than levels 1 and 2. Support is provided by the teacher as needed Activity is completed by students with some support provided by the teacher or in print Activity may be partially completed to provide students with support via examples or by the teacher Reading level is above grade level Reading level is at grade level Reading level is appropriate to participants; may be below grade level Can be more open-ended, leaving decisions about how the assignment is completed to the student Can require more steps to complete the assignment Minimal number of steps to complete the assignment Abstract Mostly concrete, with some abstraction Concrete Tier 3 Tier 2 Tier 1
    20. 22. -analyze similes and extract meaning -create one simile -demonstrate understanding and complete similes -create three similes -identify similes -create two similes Task -at and/or just above grade level -at grade level -at grade level Vocabulary -more complex sentences -additional text features -higher-order thinking -more abstract ideas -definition provided -fewer prompts -concrete ideas -word bank -definition provided -characteristics for comparison provided -concrete ideas Accommodations (for challenge or support) Underline the word or phrase described by each simile. Put brackets around the word or phrase being compared in the sentence. In the space provided, identify what is implied by the simile. Compare these sentences using a simile. Write three similes of your own. Choose the appropriate item from the word bank to complete each simile. Instructions TIER 3 TIER 2 TIER 1 SIMILES
    21. 23. R.A.F.T. Role Audience Format Topic Strategy # 3
    22. 24. <ul><li>One set of directions for all tasks. </li></ul><ul><li>The teacher evaluates with ONE rubric for every student. </li></ul><ul><li>Each task satisfies the same essential understandings and expectations. </li></ul>Example courtesy of Heather Chalmers, St. Augustine C.H.S.
    23. 26. Math example A Math R.A.F.T.! We are just alike A Friendly letter Slope-Intercept Form (y = mx + b) Standard form (Ax + By = C) Why do I always take the straight and narrow path? Journal Itself Linear Equation Why I am so special? Riddle Any other coordinate Origin (0, 0) How not to be so flat Advice column A horizontal line A vertical line Why we just don't connect A (love) rejection letter The other parallel line One parallel line Topic: What is the topic? Format: What form will it take? Audience: To whom is this written? Role: Who are you?
    24. 27. Strategy # 4: Learning Contracts <ul><li>A learning contract is a working agreement between student and teacher concerning how that student will meet specific learning objectives. They can include such things as: </li></ul><ul><ul><li>What the students will learn </li></ul></ul><ul><ul><li>Time period for completion </li></ul></ul><ul><ul><li>What students will do to meet these objectives </li></ul></ul><ul><ul><li>How students will assess their own learning </li></ul></ul><ul><ul><li>How the teacher will assess their learning </li></ul></ul>
    25. 29. Curriculum Assessment If the new goal of education is success for all, then we have no choice but to differentiate instruction and assessment. – Damien Cooper If the new goal of education is success for all, we have no choice but to differentiate instruction and assessment . (Damian Cooper)
    26. 30. Why Assess? Why Evaluate? <ul><li>To find out what students already know. </li></ul><ul><li>We UNDERSTAND. </li></ul><ul><li>To improve student learning. </li></ul><ul><li>We give HOPE. </li></ul><ul><li>To let students and their parents know how much they have learned within a prescribed period of time. </li></ul><ul><li>We give AFFIRMATION. </li></ul>
    27. 31. The effect of assessment for learning on student achievement is some four to five times greater than the effect of reduced class size. (Ehrenberg, Brewer, Gamoran, & Williams, 2001)
    28. 32. How do you see Assessment? <ul><li>Use the terms listed on the right to create a concept map of how you see the relationship between assessment and evaluation. </li></ul><ul><li>Assessment Portfolio </li></ul><ul><li>After learning </li></ul><ul><li>During learning </li></ul><ul><li>Feedback </li></ul><ul><li>Feed-forward </li></ul><ul><li>Learning continuum </li></ul><ul><li>Of learning </li></ul><ul><li>Looks back </li></ul><ul><li>Looks forward </li></ul><ul><li>Review/reflect </li></ul><ul><li>Enhance/Improve </li></ul>
    29. 34. Using Assessment to Differentiate Learning From “Deficit” Explanations Of Diversity To “Inclusive” Strategies For All <ul><li>Deficit Paradigm </li></ul><ul><ul><li>What’s wrong with the child? </li></ul></ul><ul><ul><li>Focus on deficits </li></ul></ul><ul><ul><li>Prescriptive </li></ul></ul><ul><ul><li>Diagnoses diversity </li></ul></ul><ul><ul><li>Tolerates differences </li></ul></ul><ul><ul><li>Reliance on external expert </li></ul></ul><ul><ul><li>Professionalized </li></ul></ul><ul><ul><li>Inclusion Paradigm </li></ul></ul><ul><ul><li>What’s wrong with the environment? </li></ul></ul><ul><ul><li>Focus on strategies </li></ul></ul><ul><ul><li>Malleable </li></ul></ul><ul><ul><li>Values diversity </li></ul></ul><ul><ul><li>Embraces differences </li></ul></ul><ul><ul><li>Teacher/parent/student as expert </li></ul></ul><ul><ul><li>Personalized </li></ul></ul>
    30. 35. “ Assessment should promote learning , not simply measure it.” Jay McTighe
    31. 36. Principles of Assessment in a Differentiated Classroom <ul><li>Assessment drives instruction. Assessment provides information to help the teacher plan next steps for varied learners and the class as a whole. </li></ul><ul><li>Assessment occurs consistently as the unit begins, throughout the unit and as the unit ends. </li></ul><ul><li>The Overall Expectations are THE SAME FOR ALL STUDENTS. </li></ul>
    32. 37. <ul><li>Teachers assess student readiness, interest and learning profile. </li></ul><ul><li>Assessment information helps students chart and contribute to their own growth. (Marzano) </li></ul><ul><li>Assessment is more focused on personal growth than on peer competition. </li></ul>Principles of Assessment in a Differentiated Classroom
    33. 38. <ul><li>Assessment MAY be differentiated. </li></ul><ul><li>Assessment information is more useful to the teacher than marks. </li></ul><ul><li>Assessment is varied, frequent, and relevant to the learner. </li></ul>Principles of Assessment in a Differentiated Classroom
    34. 39. “ To maximize student success, assessment must be seen as an instructional tool for use while learning is occurring , and as an accountability tool to determine if learning has occurred . Because both purposes are important, they must be in balance .” From Balanced Assessment: The Key to Accountability and Improved Student Learning, NEA (2003)
    35. 40. Why Rubrics? <ul><li>Focuses learner on standards and expectations </li></ul><ul><li>Provides a “target” by clearly defining quality and performance expectations </li></ul><ul><li>Allows multiple products to be assessed with a single rubric (Differentiated Product, Same Overall Expectation) </li></ul>
    36. 41. Differentiated Assessment Practices <ul><li>Products for teacher/evaluation </li></ul><ul><li>No student work displayed </li></ul><ul><li>Identical/imitative products </li></ul><ul><li>Products for real events/audience </li></ul><ul><li>High quality; all student work displayed </li></ul><ul><li>Varied and original products </li></ul>From To
    37. 42. A Challenge … <ul><li>Assess more </li></ul><ul><li>Evaluate less </li></ul>… or a reprieve?
    38. 44. Differentiation Promotes 21 st Century Skills <ul><li>Students need to learn by doing – more authentic; encourages life-long learning (Dewey) </li></ul><ul><li>Learning through problem-solving and critical thinking (i.e. we don’t want to teach our students science; we want them to become scientists ) </li></ul><ul><li>Problem-solving and curiosity expand understanding </li></ul><ul><li>Collaborative technologies prepare them for work outside the classroom </li></ul><ul><li>Students are increasingly expected to express their work in multimedia formats </li></ul>
    39. 45. Extra! Extra! The World is Different!
    40. 47. The 21 st Century Learner… DIGITAL-AGE LITERACY -basic, scientific, economic and technological literacies -visual and informational literacies -multicultural literacy and global awareness INVENTIVE THINKING -adaptability, managing complexity and self-direction -curiosity, creativity and risk-taking -higher-order thinking and sound reasoning EFFECTIVE COMMUNICATION -teaming, collaboration and interpersonal skills -personal, social and civic responsibility -interactive communication HIGH PRODUCTIVITY -prioritize, plan and manage for results -effective use of real-world tools -relevant, high-quality products
    41. 48. Mastery of Core Subjects: <ul><li>English </li></ul><ul><li>World Languages </li></ul><ul><li>Arts </li></ul><ul><li>Mathematics </li></ul><ul><li>Economics </li></ul><ul><li>Science </li></ul><ul><li>Geography </li></ul><ul><li>History </li></ul><ul><li>Government and Civics </li></ul>Interdisciplinary Themes: *Global Awareness *Financial/Economic/Business Literacy *Civic Literacy *Health Literacy
    42. 49. Even Bloom Evolved!
    43. 50. A Change Long-Overdue
    44. 51. The Mandate of Change: An Unexpected Source…
    45. 53. S.P.O.T. <ul><li>Any guesses? </li></ul><ul><ul><ul><li>Microsoft </li></ul></ul></ul><ul><ul><ul><ul><li>Citizen </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Fossil </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Suunco </li></ul></ul></ul></ul>
    46. 58. Differentiated Instruction ~ A Catholic Approach <ul><li>It is rooted in mutual respect, inclusivity and responsibility for self and one another. </li></ul>
    47. 59. Being in the World CHANGE
    48. 60. Check out the Literacy Conference! <ul><li>On your desktop, select “Curriculum” </li></ul>Select “Secondary”
    49. 61. Select “Literacy”
    50. 63. Your DI Resource Package <ul><li>Visit your School Library Information Centre! </li></ul><ul><li>Differentiated Instruction Teacher’s Guide </li></ul><ul><li>Recipe Box and Cards  Students, Structures, Strategies </li></ul><ul><li>DVD </li></ul><ul><li>Differentiated Instruction Matrix -- Poster </li></ul><ul><li>Differentiated Instruction Facilitators’ Guide (accompanies DVD) </li></ul><ul><li>New cards  Mathematics, Assessment for Learning, Literacy </li></ul><ul><li>Mini Facilitator’s Guides (new in 2009) </li></ul><ul><ul><li>Mathematics </li></ul></ul><ul><ul><li>Assessment for Learning </li></ul></ul><ul><ul><li>Literacy </li></ul></ul>
    51. 64. Moving Forward <ul><li>Use DI resources/kit to support departmental SMART goals </li></ul><ul><li>Order DI support materials for your department </li></ul><ul><ul><li>Publications Ontario website </li></ul></ul><ul><ul><li>Free! (… so it fits EVERYONE’S budget) </li></ul></ul><ul><ul><li>A new kit is scheduled for release in 2010 for Secondary </li></ul></ul>
    52. 65. So… what will you try?
    53. 66. Exit Card <ul><li>Please complete the Exit Card and return it to your department head. </li></ul><ul><li>Question: </li></ul><ul><li>What do I need in order to be able to differentiate for my students tomorrow? </li></ul>