21st Century Learning:Differentiated InstructionChanging Assessment PracticesSt. Margaret’s School Victoria Faye Brownlie www.slideshare.net
Learning Intentions:• I have an enhanced understanding of what diﬀeren=ated instruc=on is AND how to do it • I have 2 more assessment for learning strategies to use immediately • I can iden=fy eﬀec=ve teaching prac=ces in MY prac=ce • I have a plan to increase the choice and ownership students have in my class
Differentiated Instruction…is a process to teaching and learning for students of diﬀerent abili=es in the same class. (NCAC – Na=onal Centre on Accessing the General Curriculum) The intent is to maximize each student’s growth and individual success by mee=ng each student where he or she is...rather than expec=ng students to modify themselves for the curriculum.” (Hall, 2002)
Differentiated InstructionContent Process Product Learning environment
Differentiated InstructionAn approach to teaching and learning that gives students mul=ple op=ons: -‐ for taking in informa=on -‐ for making sense of ideas -‐ for presen=ng ideas -‐ for being evaluated on their learning
Some Key Understandings:• Access to the content • Present learning goals, learning inten=ons • Focus on concepts and principles • Use ﬂexible groups • Use on-‐going assessment (assessment FOR learning)
Universal Design for LearningMul=ple means: -‐to tap into background knowledge, to ac=vate prior knowledge, to increase engagement and mo=va=on -‐to acquire the informa=on and knowledge to process new ideas and informa=on -‐to express what they know. Rose & Meyer, 2002
Backwards Design• What important ideas and enduring understandings do you want the students to know? • What thinking strategies will students need to demonstrate these understandings? McTighe & Wiggins, 2001
Open-ended Strategies• Connec=ng • Processing • Transforming and personalizing
Test Prep – Socials 11Canada in the 1930’s with Melanie Mattson• People Search – 12 boxes • Students made notes for each ques=on • Coached and listened to see if there were any challenging areas • 2 ques=ons were most challenging • Melanie explained her ‘answer’ to each, using a =meline and associa=ons • 2 addi=onal areas to study – With a concept map – With a chart
Canada in the 1930’s People Search Find someone who: …can describe 3 diﬀerences between life in the city and life in rural Canada during the Great Depression …can paint a vivid picture with words of relief camps …can tell the story of the beginning of the labour movement in Canada …understands the diﬀerence between totalitarism, socialism, communism, and fascism in the 1930’s
You’re born with what you got… and that’s that! It’s ﬁxed......or…
Your brain is like a muscle. It can grow…and will with prac=ce
Do your students receive individual feedback from you in every class?
Powerful feedback to build a sense of agency • What do you know how to do? • Where are you geeng stuck? • How does that connect to what we did yesterday? Or….? • What do you remember about…? • Brifany Stockley, Centennial
• What angle (between 0 and 360) – is in the second quadrant and a sine = 0.23?
• What angle (between 0 and 360) – is in the second quadrant and a sine = 0.23? – Sketch the quadrants and tell me what you know. – Which is the second quadrant? – What do you know about the second quadrant? – What do you know about sine?
Hot SeatThe Outsiders – gr.8 with Brent SpencerThe Glass Castle – gr.12 with Amy Stevenson• Students choose a role • May generate ques=ons in advance that ‘could’ be asked of them • Begin with teacher as moderator • Audience of the class poses ques=ons to the panel; can interview in role • Quick write between groups
The Outsiders – S. E. Hinton• Three ques=ons for quick writes: – What is the big deal about the Greasers? – Do the Greasers feel more than the Socs? – What will your character be doing in 10 years =me?
Critical Literacy with AmyStevenson, gr. 12The Glass Castle – Jeannette Walls• Analyzing habits of thinking, reading, wri=ng, speaking • Understanding social contexts and consequences • Deep meaning • Applying deep meaning to self
Goal: begin an exploration withcritical analysis/critical literacy• Set a scene • Personalize this scene and sketch • Write 2 minutes in response to your sketch – feeling, ac=on • Pass your paper. 2nd student reads and responds/adds on – 2 minutes • Repeat 2 more =mes • Read your own paper, others responses, and discuss – 5-‐10 minutes
K – Building Connections/Responseto Reading• Prac=ce making connec=ons • Choose a symbol • Talk about how this helps our reading • Read together and make connec=ons • Students show their connec=ons by drawing and wri=ng • with Jessica Chan, Burnaby
Strong Na=ons Publishing
Test Prep – Pre-Calc, gr. 11(trigonometry) with Brittany Stockley• 15 minutes – work on unit review ques=ons with a partner • Inside/outside circle – 5 ques=ons • Partner A explains, B listens, reﬁnes, ques=ons • Outside circle, move 2 chairs, then Partner A explains, etc. • Teachers listen/coach for class confusion • Model process for solu=on for the challenging ques=on for the class • Students reﬂect: what I need to remember
Introduction to Mitosis• Whip around – what do you remember about DNA? • Ques=oning from 3 pictures • An=cipa=on guide – with partner • Read to ﬁnd out and provide evidence for your answer • Sort and predict – groups of 3 • With Ken Asano, Centennial
cancer duplicate cell cycle daughter cells cytokinesis nucleus interphase proteins mitosis divide replica=on replace spindle ﬁbres func=on for survival separate
• Brownlie, Fullerton, Schnellert – It’s All about Thinking – CollaboraHng to support all learners in Math & Science, 2011 • Brownlie, Schnellert – It’s All about Thinking – CollaboraHng to support all learners in English & HumaniHes, 2009 • Brownlie, Feniak, Schnellert -‐ Student Diversity, 2nd ed., Pembroke Pub., 2006 • Brownlie, Jeroski – Reading and Responding, grades 4-‐6, 2nd edi=on, Nelson, 2006 • Brownlie -‐ Grand ConversaHons, Portage and Main Press, 2005 • Brownlie,Feniak, McCarthy -‐ InstrucHon and Assessment of ESL Learners, Portage and Main Press, 2004 • Brownlie, King -‐ Learning in Safe Schools – CreaHng classrooms where all students belong, 2nd ed, Pembroke Publishers, 2011
PlanningWhat are you going to try ASAP? Who will help you? Be prepared to tell others about it