The document focuses on collaborative differentiation in education, highlighting strategies for meeting diverse learners' needs through inclusive practices. It emphasizes the importance of teamwork among educators, ongoing assessment, and adapting teaching methods to maximize student success. The document presents various approaches, frameworks, and examples of practices that enhance student engagement and ownership of learning.

1. Re-­‐Focusing
on
Learning:
Collabora4on
Differen4a4on
Miles
Macdonell
Collegiate
Monday,
November
21st,
2010
Faye
Brownlie

2. Learning Intentions
• I
have
a
beFer
understanding
of
what
differen4a4on
can
look
like
in
the
classroom
and
how
to
support
it.
• I
have
a
plan
to
ini4ate
a
collabora4on
with
a
colleague
–
or
a
plan
to
extend
an
exis4ng
collabora4on.

3. Why?
• Diversity
of
student
popula4on
• Research
on
learning
• Research
on
teaching
• Gradua4on
demands
–
curriculum
demands
• Employer
expecta4ons
• Complexity
of
the
job
–
isola4on
vs
team

4. Professional
Collabora4on
• Interac4ve
and
on-­‐going
process
• Mutually
agreed
upon
challenges
• Capitalizes
on
different
exper4se,
knowledge
and
experience
• Roles
are
blurred
• Mutual
trust
and
respect
• Create
and
deliver
targeted
instruc4on
• GOAL:
beFer
meet
the
needs
of
diverse
learners

5. Big Ideas…
As
a
school
community
we
want
to
work
together
to
meet
the
needs
of
all
students.
Inclusion
is
not
a
special
educa4on
model;
it
is
a
school
model.
As
professionals
we
want
to
constantly
examine
and
refine
our
prac4ce.
Collabora4ve
problem-­‐solving
and
teaching
results
in
new
ideas,
new
products
and
a
feeling
of
connec4on.
Our
students
con4nue
to
change
and
learn
and
their
needs,
just
like
the
school’s,
will
change
over
the
course
of
the
year.
Brownlie
&
Schnellert
Suppor&ng
Diversity:
Working
Together
to
Support
All
Learners
___

6. Where did you start this year…
What actions have you taken:
-roles
-schedules
-timetables
-instruction
-assessment
-class reviews, collaborative planning
-collaborative teaching
Share in group/share out

7. Teach Content to All
"RETSD"

8. Differen4a4on
“…
a
process
approach
to
teaching
and
learning
for
students
of
differing
abili4es
in
the
same
class.
The
intent
is
to
maximize
each
student’s
growth
and
individual
success
by
mee4ng
each
student
where
he
or
she
is
…
rather
than
expec4ng
students
to
modify
themselves
for
the
curriculum.”
(Hall,
2002)

9. Frameworks
It’s All about Thinking – Brownlie & Schnellert, 2009

10. Universal Design for Learning
Mul4ple
means:
-­‐to
tap
into
background
knowledge,
to
ac4vate
prior
knowledge,
to
increase
engagement
and
mo4va4on
-­‐to
acquire
the
informa4on
and
knowledge
to
process
new
ideas
and
informa4on
-­‐to
express
what
they
know.
Rose
&
Meyer,
2002

11. 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

12. Approaches
• Assessment
for
learning
• Open-­‐ended
strategies
• Gradual
release
of
responsibility
• Coopera4ve
learning
• Literature
circles
and
informa4on
circles
• Inquiry
It’s All about Thinking – Brownlie & Schnellert, 2009

13. Assessment for Learning
• Learning
Inten4ons
• Criteria
• Ques4oning
• Descrip4ve
Feedback
• Peer
and
Self
Assessment
• Ownership

14. Open-ended strategies:
Connect-activate
Process-acquire
Personalize/transform-
apply
(Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Gear, 2006; Harvey & Goudvis, 2007; Kame'enui & Carnine, 2002)

15. Triangulation: collecting evidence of
learning from 3 sources
• Observations
• Conversations
• Products
Reference: RETSD

16. Model
Guided practice
Independent practice
Independent application
Pearson
&
Gallagher
(1983)

17. Collabora4on
• Co-­‐planning
• Co-­‐teaching
• Co-­‐assessing

18. Inquiry
Research
SD
67,
Okanagan
Skaha
Teams
of
4:
teachers
+
admin
“If
middle
and
secondary
school
students
are
permiFed
and
encouraged
to
demonstrate
their
knowledge
in
alterna4ve
ways,
how
will
it
impact
their
learning
and
their
knowledge
about
themselves
as
learners?”

19. • 3rd
year
of
a
district
inquiry
focus
on
AFL
prac4ces
• District
focus:
differen4a4on
• Teams
(school-­‐based)
meet
4-­‐5
4mes
per
year
• Research
conducted
in
teachers’
classrooms
• Teachers
choose
their
own
research
ques4on

20. Andrea
DeVito,
Pen4cton
High
• My
findings
are
based
24
students
randomly
selected
from
four
classes:
an
English
9,
two
11’s,
and
one
12.
The
students
were
first
given
a
wriBng-­‐response
to
a
piece
of
literature,
and
then
the
end-­‐task
with
choice
to
a
piece
of
literature.

21. Show
an
understanding
of
your
novel
Literature
Circles
Not
yet
%/#
Approaching
MeeBng
Exceeding
Fixed
wriFen
assessment
0/0
17/4
75/18
8/2
End
task
with
choice
0/0
8/2
25/6
58/14

22. Andrea’s
reflec4ons
• Some
challenged
by
finding
a
meaningful
connec4on
between
themselves
and
the
novel
• Some
challenged
by
the
idea
of
students
doing
different
products
for
the
same
assignment
• Most
wanted
to
do
this
kind
of
assignment
again.

23. Naryn
Searcy
&
Pat
Whitely,
Princess
Margaret
Secondary
• Co-­‐taught
English
12
and
IT
9
• Assignment:
demonstrate
the
key
elements
of
a
grade
12
poem
in
a
video
montage
• 12’s
responsible
for
the
poem’s
key
elements
and
the
vision;
9’s
for
the
technical
aspects
• 12’s
teach
the
poem;
9’s
teach
the
technical
aspects
• Subjects:
8
grade
12
students,
2
NY,
2A,
2M,
2E
on
a
tradi4onal
wri4ng
assignment
of
poetry

24. • Projects
shown
to
both
classes.
Grade
12
students
introduced
and
explained
the
video
• AFL
strategies:
– descrip4ve
feedback
at
each
stage
(i.e.,
storyboard)
– ownership

25. Communicate
your
knowledge
of
the
various
elements
of
the
poem
Not
Yet
%/#
Approaching
MeeBng
Exceeding
Wri4ng
(essay/
paragraph)
25/2
25/2
25/2
25/2
Video
Montage
0/0
12.5/1
37.5/3
50/4

26. Naryn
and
Pat’s
Reflec4ons
• Increased
mo4va4on
and
increased
responsibility
for
all
students
in
both
grade
9
and
12
• Students
disappointed
when
the
collabora4on
ended
• Mo4va4on
con4nued
…
success
breeds
success

27. Erica
Foote,
Princess
Margaret
Secondary
• If
students
were
given
the
opportunity
(4
4mes
per
semester)
to
show
what
they
know
in
different
ways,
would
it
not
only
increase
their
interest
and
effort
but
also
increase
their
understanding?

28. English
10
• 4
wri4ng
assignments,
4
choice
assignments
– PowerPoint
presenta4ons,
drawing,
poetry,
collages,
crea4ng
their
own
test
with
answer
keys,
presen4ng
their
informa4on
orally
or
using
drama
to
represent
their
thinking
• 6
students
• AFL
strategies
– Ranked
exemplars
with
the
PS
– Analyzed
the
exemplars
to
co-­‐create
criteria
– Used
the
criteria
for
their
work
– Ownership
–
with
choice

29. 2
wri4ng
2
choice
assignments
–
demonstrate
your
knowledge
&
understanding
of
various
literature
Not
yet
%/#
Approaching
MeeBng
Exceeding
Wri4ng
(essay/
paragraph)
16/2
41/5
25/3
16/2
Choice
0/0
16/2
33/4
50/6

30. Erica’s
Reflec4ons
• 100%
of
students
reported
they
liked
the
choice
and
wanted
to
do
have
choices
again
in
another
semester
• 91%
of
students
felt
they
did
beFer
with
choice
• About
50%
s4ll
chose
some
form
of
wri4ng
when
given
a
choice,
but
liked
the
choice
• Fewer
complained
about
the
non-­‐choice
wri4ng
assignments
• Fewer
assignments
were
handed
in
late

31. Collabora4on
Project
Byrne
Creek
Secondary,
Burnaby
Judi
Mathot,
District
Literacy
Consultant
TOC
coverage

32. Week
1
2
teachers
meet
with
District
Literacy
Consultant
to
problem-­‐solve
challenges,
celebrate
successes,
and
plan
Week
2
1
teacher
teaches,
second
teacher
and
DLC
observe
Week
3
• 2nd
teacher
teaches,
first
teacher
and
DLC
observe
3
teachers
reflect
together
on
each
lesson
2-­‐3
cycles/year
Teachers
volunteer
to
sign
up,
some
are
invited.
Teachers
love
it,
though
comment
on
need
for
bravery
at
first
–
to
teach
in
front
of
colleagues
and
to
analyze
their
prac4ce.
Very
effec4ve
in
changing
prac4ce.

33. Kim Boettcher & Andrew Paumier
Chef Training Program
Fort St. John
Goal: Level 1 Industrial Cooking
Apprenticeship Exam - 70%
to pass - 130 MC items
Text books, line guides
Weekly student reflections

34. Lesson designed by district
literacy support teacher;
taught by classroom
teacher
CT gave feedback on
lesson
Student reflection cards:
I think I am starting to…
Please notice…
Parallel strategies for all lessons

35. Connecting Strategy:
Find the Ficton -
3 statements; which is false
Processing Strategy:
Jigsaw, chart, groups teach to each
other
Result: all passed

36. Gulf Islands Secondary
Resource team
-invitation to consult
-choose your class
-co-plan an intervention

37. InstrucBonal
ConsideraBons
Try
to…
-­‐have
the
students
use
the
vocabulary
NOT
just
the
teacher!
Questioning/Ownership
Faye & Deiter
Resource & CT

38. 45
seconds
Brainstorm
the
words
you
know
about
mo4on
Stand
if
you
have
more
than
10.
Share
with
partner
–
get
a
few
more
words.
Move
and
share
with
someone
NOT
at
your
table
–
get
a
few
more
words.
Add
a
scenario,
an
image,
…
Grade 10 Science –
intro to physics: motion

39. direc4on
displacement
distance
magnitude
posi4on
scalars
speed
4me
vectors
velocity
Categorize
the
above
words
into
2
groups.
2
of
these
words
are
headings
1
of
these
words
is
common
to
both
categories

40. Tammy Renyard & Graham Scargall
Grade 9
A Mid-Summer Night’s Dream
Mt. Prevost Middle School
Cowichan Valey
A/B partner talk
Daily learning intentions
Expanded definitions of the text
Student reflections on their
learning processes
Goals of the
collaboration:

41. Different
Ways
to
Access
Informa4on
• Listening
to
the
play
and
ac4ng
out
roles
in
the
play
• Reading
a
graphic
novel
• Watching
movie
clips
• Listening
to
the
teacher
• Working
in
small
groups
to
analyze
pieces

42. Graphic
Representa4ons
• Learning
Inten4on:
I
can
interpret
lines
of
text
using
graphics
• Each
student
has
several
lines
to
represent
• Done
first
without
clear
criteria
• Analyzed
their
work
in
a
carousel
• Created
criteria
and
1-­‐4
rubric
• Coded
own
work
-­‐
descrip4ve
feedback
• New
lines,
represented
again,
with
criteria

44. Wri4ng
in
Role
• Learning
Inten4on:
I
can
write
in
role
to
another
character
• Students
developed
criteria
• Wrote
their
leFers
• Self
and
peer
assessed
with
criteria
and
descrip4ve
feedback
• Wrote
second
leFer

45. Dear Aunt,
I have some news that may distress you in the worst way. My
fair Hermia and I are forbidden to wed. We must elope, but
have nowhere to stay. I seek you intelligence and hospitality.
You are my dearest and most beloved relative and I offer my
greatest apologies for such short notice. I have won the love of
a woman whose beauty many a man only dreamed of. My dear
Hermia will be forced to wed another who she does not love or
be sentenced to live as a nun if we do not flee. Her third option
is one that makes my skin crawl and my heart break just
thinking about it. Death is thee punishment – O hell! What
would I do without her? The true desire of my heart is to be
wed to Hermia for all eternity. Alas, I cannot do so without your
help. Deeply and without judgment, in two moons time, the
sunset will mark my arrival.
Sincerely,
Lysander

46. Culmina4ng
Project:
Mind
Map
• Learning
Inten4on:
I
can
represent
my
understanding
of
the
play
through
a
mind
map
• Built
criteria
• Gave
descrip4ve
feedback
while
students
worked
• Students
included
a
personal
reflec4on
on
their
learning
style
and
the
unit

48. Learning Intentions
Joni
Tsui
and
Alissa
Sarte,
Port
Moody
Secondary
Teacher
and
Department
Head

49. • At
the
beginning
of
each
class
we
write
the
learning
inten4ons
for
the
day
on
the
board
– e.g.
By
the
end
of
class
today
you
will
be
able
to:
1.
Define
the
term
ionic
compound.
2.
Determine
the
chemical
formulae
for
ionic
compounds.
3.
Name
ionic
compounds.

50. • Have
students
write
the
learning
inten4ons
down
in
a
journal.
• During
class,
we
refer
to
the
inten4ons
as
we
progress
through
the
lesson
and
point
out
when
we
have
hit
each
outcome.
• Refer
to
them
again
at
the
end
of
class
and
occasionally
stop
and
do
a
quick
check
for
understanding.

51. • Student
feedback:
– They
like
to
know
why
we
are
doing
certain
ac4vi4es
– They
look
back
at
the
learning
inten4ons
when
doing
review.
– If
I
forget
to
write
them
down,
they
tell
me
right
away!
It
has
become
the
star4ng
paFern
for
my
classes.

52. • What
we
found:
– Students
had
a
focus
for
the
lessons.
They
would
ouen
interrupt
me
to
say
“so
that’s
the
second
learning
inten4on,
right?”
– They
didn’t
ques4on
“why
are
we
doing
this?”
because
I
told
them
right
from
the
start.
– When
we
reminded
the
kids
at
the
end
of
class
that
these
were
the
things
that
they
should
now
know,
we
had
an
increase
in
students
asking
for
clarifica4on
or
coming
in
for
help.
Students
became
beFer
at
the
metacogni4on
of
understanding
whether
or
not
they
had
learned
things.

53. Questioning through Pictures

54. • I
used
this
ac4vity
as
an
introduc4on
to
earthquakes
in
geology
12.
• Students
have
all
seen
earthquakes
in
previous
classes
(some
more
than
others).
• We
completed
the
ac4vity
and
I
made
sure
every
student
in
class
wondered
at
least
one
thing.
Let’s
try
it….

55. Earthquakes
• You
may
ask
ques4ons
out
loud.
• You
may
NOT
ANSWER
any
ques4ons.
EVEN
IF
YOU
KNOW
THE
ANSWER!!!!
• All
ques4ons
should
start
with
“I
wonder”…

59. Example
2
Nerves
–
Biology
12

63. What
I
Found:
• Every
student
could
contribute.
There
is
no
risk
in
asking
a
ques4on
that
no
one
is
supposed
to
answer.
• Students
remembered
a
lot
of
previous
informa4on.
• When
moving
on
to
the
lesson,
they
actually
cared
about
the
material!!!
• The
ques4ons
that
they
asked
were
ouen
very
good
and
related
to
the
content
that
I
was
subsequently
teaching.

64. Challenge
•
increase
risk-­‐taking,
speaking,
applying
knowledge
rather
than
one
right
answer
ques4ons,
mo4va4on
• Amanda
(socials)
and
Faye
(resource)

65. Opinion Line-Ups
• Review
the
previous
lesson’s
concepts
• Ask
students
to
assume
a
point
of
view
• Present
the
problem,
then
each
op4on,
one
at
a
4me
• Auer
each
op4on,
have
students
line-­‐up
as
to
whether
they
agree,
disagree
or
are
somewhere
in-­‐between
• Have
students
talk
about
their
posi4on
– Begin
with
several
volunteers
– Increase
speaking
opportuni4es
as
confidence
rises
(small
groups,
1:1
–
with
person
next
to
you
OR
fold
the
line)
• Students
return
to
their
seats
and
write
to
explain
where
they
would
now
be
in
the
line-­‐up
and
why

69. Bryn
Williams
(Math
Dept
Head)
&Rae
Figursky
(teacher)
• Ques4oning
• Descrip4ve
feedback
• Criteria
• Ownership

70. Grade 11 Math
Logic
Problems
There
are
20
socks
in
the
drawer,
10
are
blue,
10
are
brown.
What
is
the
minimum
number
of
socks
you
can
pull
out
to
make
a
pair?

71. Ques4on:
Givens:
Unknowns:
Work
Space:
Answer:
WriFen
Answer:

72. • Learning intentions
• Descriptive feedback
• Questioning
• Ownership

73. Reading
and
Thinking
with
Different
Texts
• Making
Inferences
• Asking
ques4ons
• Using
evidence
to
support
your
thinking
• Learning
Inten4ons:
-­‐I
can
use
world
currency
informa4on
to
explain
what
this
means
to
average
people.
-­‐I
can
interpret
this
informa4on,
providing
reasoning
for
my
interpreta4ons

74. A
Comparison
of
World
Currencies
–
what
does
it
mean
to
the
average
ci4zen?
• Ci4es
being
compared:
– Athens,
Frankfurt,
Manila,
Shanghai,
Toronto
• Number
of
minutes
to
work
to
buy
a
Big
Mac:
-­‐12,
15,
30,
30,
88
• Number
of
hours
to
work
to
buy
an
8gb
iPod
-­‐10.5,
13.5,
24.5,
56.5,
128.5

75. • Annual
average
hours
worked:
-­‐1704,
1827,
1868,
1946,
2032
• Cost
of
living
(rela4ve
to
NYC)
-­‐28.7%,
48.9%,
54.6%,
63%,
70.6%
ar&cles.moneycentral.msn.com/SmartSpending/
ConsumerAc&onGuide/burgernomics-­‐whats-­‐a-­‐big-­‐
mac-­‐worth.aspx

76. 15-3=0
Without -
• professional development
• ongoing formative assessment of
students and
• ongoing summative assessment of
students and programs
Reading Next - Biancarosa & Snow, 2004