EFFECTIVE DIFFERENTIATED INSTRUCTION

PRESENTATION BY

STEPHANIE PLAZEK, MEGAN VALOIS AND KEITH COOPER

ST. PIUS X CATHOLIC HIGH SCHOOL

TRIGONOMETRY CRITICAL SKILLS

LEARNING GOALSParticipants will experience a quick journey through the St. Pius X High School D.I. plan

Areas of consideration;The promotion phase

Activities used to inform staff

What was promoted The essential information required to understand

Differentiated Instruction

Lessons learned from our project

The most critical component of effective Differentiated Instruction Assessment (Incorporating the ‘Observe’ phase of the

PLC)

IMPLEMENTING DIFFERENTIATED INSTRUCTION AT ST. PIUS X Start with committed staff members

Look for existing resources Share / promote these resources with the staff

P.D. sessions Coffee House D.I. Drop in Day D.I. Idea of the Week Booklet of D.I. strategies Ubdexchange.org

Gradual process

Start with one or two strategies. Share strategies with D.I. Team / Staff Department meetings

Share experiences at Board level

Incorporate P.L.C. into existing knowledge of DI Specific consideration to ‘Observe Phase’

IMPLEMENTING DIFFERENTIATED INSTRUCTION: ADDITIONAL CONSIDERATIONS

Teacher support

Professional learning

Adequate planning time

CLASSROOM STEPS TO SUCCESS

Data Collection

Creating Classroom Environment

Relationship Building

Explicit Teaching of Skills for a Differentiated Classroom

Collegial Support

Administrative Support

KEY COMPONENTS OF DIFFERENTIATED INSTRUCTION

D.I. PUZZLE ACTIVITY Take 1 piece of a puzzle from the manila envelope The puzzle is arranged according to

colour To determine the specific ‘Key

Component’ of D.I., find other individuals with the same colour of puzzle piecesPut the puzzle together

For this ‘Key Component’ discuss…How it relates to D.I.2 important aspects of this ‘Key

Component’

WHAT IS DIFFERENTIATED INSTRUCTION?

Key information that must be implemented in the school’s D.I. planProactive Qualitative Rooted in assessment Student centered A blend of instructional methods

Presentation / ContentProcessProduct

PROACTIVE

The teacher should provide a variety of learning activities based on student readiness and learning style.

This should be prepared in advance, NOT done on the fly.

For students to truly benefit from differentiated instruction, teachers MUST plan.

Plan lessons utilizing the ‘Design Down Model’. D.I. strategies need to address the specific

aspect of the curriculum that is being addressed.

Teachers can plan instruction using the model of multiple intelligences to provide instruction that fits each students’ learning preferences.

QUALITATIVE

Instruction should focus on depth and quality of learning not on quantity of work completed.

All learners should be given support to reach the same learning goals as their peers.

All students should be provided the support and materials to dig deeper into concepts and make connections between new learning and prior learning.

ROOTED IN ASSESSMENT PRE-ASSESS

PRE-ASSESS Instruction must be based on assessment

results Pre-assessment should be utilized to find each

students’ readiness level. A focus on assessment for learning is essential

– not just assessment of learning. assessment should take place throughout the

learning segment not just at the end. **Assessments should drive instruction and

inform the teacher as to what adjustments need to be made to ensure student understanding of skills and concepts** Incorporates the Professional Learning Cycle

(Observe Phase is the critical component in determining D.I. strategies)

STUDENT CENTERED

Learning activities should be planned with the students in mind.

ASK: Will my students be interested in this? Will this activity engage my students? (avoid

worksheets!!!) Is this learning activity relevant to my

students? (relevant means they can use this NOW!)

Know your learners: Take time to learn about your students, their hobbies, the way in which they learn best (learning profile), their background and culture.

WHAT CAN BE DIFFERENTIATED?

What can be differentiated? A blend of instructional methodsPresentation / Content Process Product Each of these three can be

approached by looking at student readiness, interest and learning profile

DIFFERENTIATING BY CONTENT / PRESENTATION

Content may be differentiated by interest. Students can look at concepts from the view of

different subgroups. Content may be differentiated by readiness.

Students should work with materials that are at their independent level

Content may be differentiated by student learning profile. This would entail providing content in a variety

of modalities so each student receives material in the way they learn best. This could include but is not limited to auditory, visual and kinesthetic.

PRESENTATION

Visual Auditory Others

bulletin boardsbannersposterstelevisionslidesfilmstripsflashcardstransparenciesdramagraffiticomicsobjectscommunity events

radiotapesrecordstelevisionlecturesdebatesdiscussionsfield tripsdramareadingsinterviewslettersconcerts

tastesmelltouch: texture tempMovement

DIFFERENTIATING BY PROCESS The process by which students make sense of

their learning is usually in the form of a task or activity (sense making activities)

Sense making activities can be differentiated by readiness when the complexity of the task reflects the skill level of the students.

Sense making activities can be differentiated by interest when students are allowed to choose a facet of a topic or concept to become experts in

Sense making activities can be differentiated by learning profile (the teacher should provide activities that allow the student to make sense of information using a variety of modalities).

Examples of sense making activities that are easily differentiated are: literature circles, cubing, journals, graphic organizers and learning centers.

DIFFERENTIATING BY PRODUCT

Differentiating by product would include use of multiple intelligences and allowing students the use of a variety of modalities

Allowing student to utilize his/her strength to demonstrate understanding

PRODUCT EXAMPLESVerbalize Write Create Perform Solve

oral reportpanel discussiondebateopen discussiongamesbrainstormoral questions & answerstelephoneinterviewscommentary

themeresearchpaperreportworkbookchalkboardpoemsessaysstoriesdiarybooksplayscookbook

dioramacollagescrollpaintingmodelgraphpictographmuralmapsmodelsfoodtimelinesclothingbulletin boardbannermovie/video time capsulemedia presentationportraitsgamesinventions

simulationrole playdramaconcertmodelmusicdancepantomimepuppetshowsradiocommercials

puzzlesmazesproblemsequationsriddlesgamesbrainteasersscavenger huntcharades

LESSONS LEARNED FROM OUR PROJECT

ST. PIUS X MINISTRY PROJECT DI committee has existed for three years at

SPX.

This year, we are part of a Ministry Project based on the Professional Learning Cycle.

Our own personal goal was to encourage more teachers to incorporate DI strategies into their daily practice.

Existing team members approached another teacher and asked them if they would be interested in working through a Professional Learning Cycle in a unit or module as a team.

OUR 5 PAIRINGS Trigonometry Grade 10 Applied

and Academic Math

Islam Grade 11 Open and Mixed World Religion

Chemistry Grade 10 Academic Science

Genetics and Grade 11U Biology and Chemistry Grade 10 Applied Science

World War II Grade 10 Immersion and Academic History

TEACHER READINESS

Every teacher is at a different level of readiness and at a different comfort level with DI .

Some teachers will start by implementing basic DI strategies which allows them to become accustomed to these strategies

Others will be ready to use student work and data to drive his/her practice.

COLLABORATION BETWEEN TEACHERS

Difficulties

goal to collaborate with another staff member was not without challenges

given many single sections and our given timetables, we could not find a pairs to teach the same unit in the same course

co-planning needed release time or occurred after school given lack of shared prep time

release time became critical (half day blocks worked very well) but is not ideal as teachers are out of the classroom

COLLABORATION BETWEEN TEACHERS

Benefits

similar strategies assessments used regardless of level or

content very effective mentorship mutual learning

STUDENT REACTION Students were far more engaged in the

lesson Students were given much more feedback

than usual and appreciated it Students enjoyed the variety of activities and

varied instruction Every student showed significant

improvement / success.

RESOURCES

Materials: chart paper, stickies, markers, card stock, laminator, etc

Good, varied professional learning / reference materials

Ongoing professional learning

ASSESSMENT

The cornerstone of differentiated instruction – without it, we are blindly leading our students.

PRE-ASSESSMENT (DIAGNOSTIC)

Teachers pre-assess their students prior to starting a learning unit results can be factored into planning.

Pre-assessment should be simple. Develop creative and interactive ways to ask

students about their prior experience and attitudes towards a concept or topic

ASSESSMENT DURING LEARNING

Need to assess students learning during a learning unit.

Exit Cards or other assessment for learning strategies can be used to assess student learning during a learning segment. Is a written response the ONLY way my students

can show me they know this concept? gives the teacher a great insight into where each

student is in their mastery of skills and concepts. The results of assessment for learning

strategies determine the next steps in terms of differentiated instruction strategies

PROFESSIONAL LEARNING CYCLE – EMPHASIS ON OBSERVE

PLANPLAN

REFLECTREFLECTACTACT

OBSERVEOBSERVE Observe Observe Examined student work and assessed student responses (on an

ongoing basis) Determined what strategy could be used to further develop student

learning Kept a class record where we noted what level students performed

at for each task. We spoke to individual students for feedback. Instructional practice was shared through DI team meetings. Determine next steps and decide on areas of improvement in the

program where DI strategies could be beneficial next time through.

SMARTBOARD RESPONSE

GRAFFITI – GALLERY WALKS

TRAFFIC LIGHTS

ASSESSMENT OF LEARNING Contracts

A list developed with teacher and student that gives specific tasks to complete in a specific timeline.

Project Based A project based assessment incorporates several

learning goals into one product that demonstrates the students mastery of interconnected concepts and skills.

Projects are often assessed using a co-constructed rubric created by teacher and students.

R.A.F.T.s Choice Boards

Cubing Each side of a cube has one term on it, Students roll the cube and choose a favorite way to

respond to the term rolled.

DINNER MENU – PHOTOSYNTHESIS Appetizer (Everyone Shares)• Write the chemical equation for photosynthesis. Entrée (Select One)• Draw a picture that shows what happens during photosynthesis.• Write two paragraphs about what happens during photosynthesis.• Create a rap that explains what happens during photosynthesis. Side Dishes (Select at Least Two) • Define respiration, in writing.• Compare photosynthesis to respiration using a Venn Diagram.• Write a journal entry from the point of view of a green plant.• With a partner, create and perform a skit that shows the differences

between photosynthesis and respiration. Dessert (Optional)• Create a test to assess the teacher’s knowledge of photosynthesis.