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Designs Session 5

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Designs Session 5

  1. 1. Designing Instruction for Deep Learning and Diversity Session 5 April 12, 2010 Westview Gym
  2. 2. Outline for Today 1. Review Backward Design Process 2. Differentiated Instruction 3. UbD Designs - Sharing 4. Instructional Approaches 5. Conclusion
  3. 3. Backward Design Model – Review 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences and instruction
  4. 4. Reaching Students Who Learn in Different Ways from: TRIBES
  5. 5. Principles of Learning • Learning requires the active participation of the student • People learn in a variety of ways and at different rates • Learning is both an individual and group process
  6. 6. What to differentiate… • Content • Process • Product • Environment
  7. 7. Where to Differentiate… Should not be differentiated May be differentiated Should be differentiated
  8. 8. Differentiated Instruction (DI) – 4 Key Principles: 1. Activities need to be linked to common learning outcomes! 2. Activities should take roughly the same amount of time 3. Activities need to be equally engaging 4. Activities need to be equally respectful
  9. 9. Differentiated Instruction Dos and Don’ts… • Don’t offer more than two options to begin DI - you can add more choices when you know your students better • Do think in terms of clusters of students • Do use Multiple Entry Points Remember: DI is NOT individualized instruction!
  10. 10. Comparing Classrooms Traditional Classroom Differentiated Classroom Assessment is most common at the Assessment is ongoing and diagnostic end of the learning to see “who got to understand how to make instruction it.” A single form of assessment is more responsive to learner need. often used. Students are assessed in multiple ways. Many instructional arrangements Whole-class instruction dominates are used Coverage of texts and curriculum Student readiness, interest and guides drives instruction. A single learning profile shape instruction. text prevails. Multiple materials are provided. Mastery of facts and skills out-of- Use of essential skills to make sense of and understand key concepts and context are the focus of learning principles is the focus of learning. Single options assignments are the Multi-option assignments are norm frequently used.
  11. 11. UbD Sharing
  12. 12. Instructional Approaches
  13. 13. Learning Pyramid Average Retention Rates After 24 Hours Lecture 5% Verbal Processing Reading 10% Audiovisual 20% Verbal and Visual Demonstration 30% Processing Discussion Group 50% Practice by Doing 75% Doing Teach Others/Immediate Use of Learning 90%
  14. 14. Six Effective and Readily Differentiated Instructional Approaches Hume, K. (2008). Start where they are: differentiating for success with the young adolescent. Toronto, Ontario: Pearson Education Canada 1. Project-based Learning Students are assigned authentic, real-life tasks that they investigate over an extended period of time. This approach supports the development need for relevance and differentiation by students’ interests. The challenge of a project work is in making sure that all students are working at a level that challenges but doesn’t frustrate them. 2. Problem-based Learning The teacher provides students with a believable problem for which they must acquire new knowledge, declarative or procedural, in order to solve it. Some role-plays, simulations, and games qualify as forms of problem-based learning. 3. Inquiry Learning An approach within the philosophy known as constructivism. In inquiry learning situations, students actively engage in the development of new knowledge through a combination of reading, writing, viewing, representing, discussing, experimenting, and discovering, often in response to essential questions.
  15. 15. 4. Integrated Learning A single teacher works with students on a concept through a variety of disciplines, or several teachers team up to make connections across disciplines, often in response to one or more essential questions. Integrated learning enables students to make connections across the curriculum, improving relevance and supporting transfer of understanding across the disciplines. 5. Explicit Instruction The teacher models a strategy gradually releasing responsibility for the execution of the strategy to the learner. The intention is for students to learn to use effective strategies independently so that they become more efficient learners, but each student develops that independence at different times and will be supported by the teacher until that time. 6. Cooperative Learning Structured group activities built around Johnson’s (1999) five elements: – Positive Interdependence – Individual Accountability – Interactive Skills – Face-to-Face Interaction – Group Processing Cooperative learning is not synonymous with group work. Cooperative learning requires structured group activities and has been found to enhance higher-order thinking skills (Shellard & Protheroe, 2000).
  16. 16. Six Effective and Readily Differentiated Instructional Approaches 1. Which of these approaches are you currently using in your practice? 2. Which approaches are not common practices in your classroom? 3. Which ones would you like to learn more about?
  17. 17. Designs 2010 Feedback Form 1. What was the most significant/meaningful component of this series for you? 2. Please give us feedback about the structure of this series (e.g. dates, time frame, variety of speakers, balance of theory vs. practical information, venues, refreshments, etc.) 3. Please provide ideas/suggestions/possible topics for district in-service during the 2010-2011 school year.
  18. 18. Door Prizes
  19. 19. Exciting Workshop opportunity with Karen Hume May 10, 2010 The North Vancouver School District 10:15-11:30am is pleased to welcome acclaimed LMCC teacher, administrator, author, speaker, and workshop leader, KAREN HUME, to our Curriculum Implementation Day on May 10th, 2010. In addition to providing the keynote address for the day, she will be facilitating a workshop on Differentiated Instruction ~ Student Engagement Focus Karen Hume draws from her wealth of experiences and extensive As a consistent participant in the knowledge base to provide focused, Designs 2010 series, you are invited practical, and inspiring support to to attend this exciting workshop! teachers and administrators. Please RSVP by Monday, April 26th to Chelsea Read (cread@nvsd44.bc.ca)

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