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Differentiated Instruction
Samantha Davies
Barbara Heffler
Candice Mott
Jacqui Harper
Cathi Robinson
Lee Lewis
Barb Vince
Andy Angus
Michelle Sharratt
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 2 Differen*ated Instruc*on
3 Communica*ng with Parents/Guardians
4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 Assessment for Learning: Effec%ve Feedback
26 27 Supported Work Session: Planning Differen%ated Instruc%on
(9-‐12 @CLL)
28 29 30 Digital Literacy
Full Day Sessions - 8:30-3:30
After School Sessions:
4:15 – 6:00 @ Julliard, Doncrest
Learner Profiles
Right to Pass
Appreciations No Put-downs
Attentive Listening
Mutual Respect
Tribes Agreements
How might instruction be differentiated based on assessment data and the needs of students?
Learning Goal
Our goals: • to gain a shared understanding of differentiated instruction; and • to know how to differentiate the content process, environment and product according to assessment data
Success Criteria
After this session you will know that you are successful if you: • can define differentiated instruction using your own words; • identify strategies that you might implement based upon student readiness, interest, and learning styles (provide specific examples)
One Student’s Perspective
What are some of Calvin’s impressions of life at school as represented in the following comic?
Discussion
• Introduce yourself to your tablemates • Share some of your thoughts regarding:
– Calvin’s impressions – the analogies within the comic – the author/artist’s intended message(s)
• Do you agree/disagree with some/all of the meaning that you inferred about life at school?
• How might this comic support the necessity for differentiated instruction?
Common Goal in Board
Delivering assessment-based instruction that is differentiated to intentionally support the strengths, needs and interests of each student to improve student achievement and success in all subjects and programs.
YRDSB Plan for Continuous Improvement
Common Understanding
1. To gain a shared understanding of differentiated instruction
Instructional Strategies: a) Concept attainment, graphic organizer
or self-assessment b) Windows and Mirrors – visualizing and
listening to DI in practice c) Video clip- Debunking Myths d) Reading- Numbered Heads e) Direct Instruction- Big Ideas
Key Components of DI
Choices: Work alone or in pairs – If you prefer to make meaning through comparing and contrasting different ideas you may want to do concept attainment – If you prefer to make meaning by reading descriptions and crafting specific examples you may want to use graphic organizer – If you prefer to make meaning by examining your present practice you may want to complete self-assessment guide
Windows and Mirrors If you looked through a window where differentiation was not occurring in these areas what might you see and hear:
a. planning- before and after I know learners b. organization- physical space, resources,
student groupings c. instruction - how the learning is structured
including instructional approaches (ie. scaffolding, inquiry-based) and strategies
d. assessment – for, of and as learning, feedback
Windows and Mirrors
Now look in the mirror, imagine that you are differentiating instruction. What might you see and hear now?
a. planning- before and after I know learners b. organization- physical space, resources,
student groupings c. instruction - how the learning is structured
including instructional approaches (ie. scaffolding, inquiry-based) and strategies
d. assessment – for, of and as learning, feedback
Break Time
See you in 15 minutes!
Differentiated Instruction ~ Myths and Truths
Focus for Viewing
A Teacher’s perspective
B Student’s perspective
Professional Resource
Key Idea
• Differentiation is responsive teaching rather than one size fits all teaching.
Key Idea
Key Idea
• Using varied instructional strategies for responding to readiness, interest, and learning profiles
Key Idea • Flexible grouping that
varies depending on readiness, interests and learning profile.
• Who really needs this lesson? When and how will I deliver it?
Key Idea
• On-going assessment and adjustment is essential
• We are responding to assessment data!
Key Idea
• Just as you have to know where you are going (design down planning), know what you are assessing (clear targets and criteria), you also must know your learners and how they learn
Ongoing assessment
and adjustment
Teachers Can Differentiate Through:
Content Process Product
according to students’
Readiness – Start where they are!
Interests -Make it meaningful!
Learning Profile -Build on their strengths!
Differentiating Instruction is a teacher’s response to learner’s needs guided by general
principles of differentiation:
Environment
Based on model developed by Carol Ann Tomlinson, ASCD Conference, Summer 2008
Respectful Tasks
Quality Curriculum
Flexible Groupings
Building Community
Check-in Point
Can define differentiated instruction using your own words
Number off 1 or 2 Turn to a partner and complete this sentence: 1. Differentiated instruction means as a teacher I… 2. Differentiated instruction means as a student I…
Animal School
• Please use the Yes And…Yes But graphic organizer to record your thoughts, ideas, or questions as you listen to the read aloud
• Yes And…- statements you understand and agree with or can relate to
• Yes But… - statements that you understand but do not agree with or do not think fit into our context
(http://www.raisingsmallsouls.com/)
Inside/Outside Circle
Lunch
Common Understanding 2. to know how to differentiate the
content, process, environment and product according to assessment data
Instructional Strategies: a) Yes And…/Yes But… - Animal School b) Reading text- learning styles c) Small Group- Analysis of samples- PMI d) Video- classroom sample
Knowing Our Learners
• You may choose to read one of the following resources: – excerpt from Chapter 4 from Start
Where They Are by Karen Hume on learning styles (p. 62-69)
– excerpt from Chapter 4 from Start Where They Are by Karen Hume on intelligences (p. 70-77)
• Please make jot notes as you read or use 3-2-1 summary
Learning Profiles Creating individual profiles for students who are/have: not reaching their full learning potential; facing social-emotional, behavioural, or
organizational challenges; experiencing difficulty with a particular transition
or transitions in general; personal circumstances that are interfering with
their learning; become disengaged from school activities; special education needs.
Learning for All, Ministry of Education, 2009 DRAFT
Class Profile
• snapshot of the strengths and needs, interests, and readiness of the students in the class
• resource for planning and assessment
• critical information at a glance • living document serving
Learning for All, Ministry of Education, 2009 DRAFT
Class Profile
Using the class profile a teacher may identify and group students according to their:
learning styles and preferences “readiness to learn learning strengths and needs interests and talents supports or interventions
Learning for All, Ministry of Education, 2009 DRAFT
Learning for All, Ministry of Education, 2009 DRAFT
Learner Profiles
Primary/Junior
Intermediate/Senior
As you explore sample class & learner profiles and templates, please use a PMI to frame your
discussions and comparisons.
Analysing Samples
Video Clip
• St. Wilfred Catholic School • Grade 7 class • Instructional focus – developing
academic vocabulary • As you watch take note of the
various ways the lesson is designed to promote learning
Differentiated Instruction
Effec*ve instruc*on that is responsive to the learning preferences, interests and readiness of the individual learner
An organizing structure or framework for thinking about teaching and learning
Responding to student needs with an awareness of the decisions that we make and taking deliberate ac+on to meet the needs of all learners.
Dif
fere
ntia
ted
Inst
ruct
ion
Che
cklis
t
Ongoing assessment
and adjustment
Teachers Can Differentiate Through:
Content Process Product
according to students’
Readiness – Start where they are!
Interests -Make it meaningful!
Learning Profile -Build on their strengths!
Differentiating Instruction is a teacher’s response to learner’s needs guided by general
principles of differentiation:
Environment
Based on model developed by Carol Ann Tomlinson, ASCD Conference, Summer 2008
Respectful Tasks
Quality Curriculum
Flexible Groupings
Building Community
Readiness
“Determining what your students already know, understand and can do before they start a new unit of study is a cornerstone activity of a differentiating teacher.”
Karen Hume, Start Where They Are
Diagnostics help you to determine: • the content, skills, and strategies
you need to teach • the misconceptions students may
bring to the learning • how to group students for
instruction • the kinds of activities or strategies
that will best support various learners
Karen Hume, SWTA
Kids Infobits
Check-in Point
understand how to use learning profiles to differentiate Trios craft possible applications 1. Vital information that I would like on a learner’s profile include… 2. The ways that I might respond through instruction to that information include…
Feedback on Session
You may choose to work alone or with a partner. You may choose to sign it or make it anonymous. Please create a comic that gives us some insight into your experiences here today.
Sketching Your Journey Please summarize your experience for us in the form of a comic strip
You arriving at today’s session
You leaving today
include questions you still
have
Discussions with colleagues that
helped or hindered your learning
Narrate activities that did or did not help you to learn
questions that were answered for you…
Contact Information Andy Angus, ext. 3003
[email protected] Jacqui Harper, ext. 3481
[email protected] Candice Mott, ext. 3458
[email protected] Cathi Robinson, ext. 3248
[email protected] Michelle Sharratt, ext. 3412
Thank You!
