Anchor Activity Checking Out the DI Brochures Grades 7- 8 Revised Jan. ‘09 Grades 7 -12 New Oct. ‘08 As we wait for all to join the conference: Select a brochure and find the following: : A key message about choice Two frameworks to help understand DI A way to get to know students Think about one way to use the brochures with staff. Type your ideas in the CHAT pod. Note revised version of Grade 7-8 brochure, January 2009

Differentiated Instruction Professional Learning Strategy Adobe Connect Principals’ Session November-December 2009

SS/L-18ITE DI Professional Learning Strategy, November 2009 Welcome Introductions E-Norms SS/L-18ITE DI Professional Learning Strategy, November 2009 3

Materials Review Grades 7 & 8 and/or Grades 7-12 DI Brochure(s) REQUIRED FOR THIS SESSION HANDOUTS Grades 7 & 8 and/or Grades 7-12 DI Brochure(s) Handouts (6) DI Teaching/Learning Examples 1. Clarifying DI 2. Looking for DI (3 pages) 3. Matching Activity 4. Professional Learning Cycle (2 pages) 5. Teacher Learning: What Matters? 5b. Questions, Cues & Advance Organizers 6. Supporting Teacher Learning Teams 6b. Questions, Cues & Advance Organizers These materials are for use with groups in your board. You may adjust and sequence as you see fit. A final version of the Power Point will be sent out after all Adobe Connect sessions are completed. SS/L-18ITE DI Professional Learning Strategy, November 2009SS/L-18ITE DI Professional Learning Strategy, November 2009 4

SS/L-18ITE DI Professional Learning Strategy, November 2009 Session Purpose To support instructional leadership for DI by: providing and modeling sample DI professional learning strategies to support continued learning developing awareness of Student Success/ Ministry Resources for DI including the DI Teaching/Learning Examples (TLXs) sharing with other principals exploring a process for job-embedded learning about DI SS/L-18ITE DI Professional Learning Strategy, November 2009 5

SS/L-18ITE DI Professional Learning Strategy, November 2009 Four Corners - Poll Select the phrase that best describes the extent of your learning and experience with DI – as a school team. a) Still in the harbour b) Just leaving the harbour c) Sailing the high seas d) Destination in sight OR e) ‘Other’ SS/L-18ITE DI Professional Learning Strategy, November 2009 6

SS/L-18ITE DI Professional Learning Strategy, November 2009 Agenda Minds On Conference Entry – Anchor Activity Introductions, E-Norms, Purpose, Materials Review Participant Poll #1 DI Professional Learning Strategy Action Clarifying DI Looking for DI DI Teaching/Learning Examples Consolidation - A Professional Learning Cycle Supporting Teacher Use of DI Participant Poll #2 We have used the 3 Part Lesson Design structure: helps us provide a consistent structure to our agendas and sessions and reflects the approach take in the Transition Facilitator’s Guide, the D.I. Facilitator’s Guide, and the DI Teaching/Learning Examples. SS/L-18ITE DI Professional Learning Strategy, November 2009 7

Why Differentiated Instruction? Energizing Ontario Education High Levels of Student Achievement Reducing the Gaps in Student Achievement Increased Public Confidence in Our Publicly Funded Schools These are the three goals for the Ministry of Education and our work together addresses each of these three goals. http://www.edu.gov.on.ca/eng/document/energize/energize.pdf SS/L-18ITE DI Professional Learning Strategy, November 2009 8 8

Why Differentiated Instruction? The heart of school improvement rests in improving daily teaching and learning practices in schools, including engaging students and their families. Ben Levin (2008). How to Change 5000 Schools, Harvard Education Press: Cambridge, Mass. Connection to research - our work focuses on classroom instruction SS/L-18ITE DI Professional Learning Strategy, November 2009 9

DI Professional Learning Strategy DI Supports and Resources 2007-2009 Brochures – (2007– 08) Educator’s Package (Fall 2007) Package Enhancements (Fall 2008) - Literacy, Mathematics and Assessment for Learning Teaching/Learning Examples (Spring 2009) Summer Program 2009 Teaching/ Learning Examples (Spring 2010) Educator’s Package (Spring 2010) Order from www.publications.serviceontario.ca Downloads available at www.edugains.ca These are the resources we have provided to date. The Educator’s Packages are not available through Service Ontario Publications . They can be accessed through www.edugains.ca or Publications Ontario . SS/L-18ITE DI Professional Learning Strategy, November 2009 10

DI Professional Learning Strategy in 08-09 2. Support for Professional Learning DI Board Plans (RAFT) Regional Projects Educator Surveys DI in Action SS/L-18ITE DI Professional Learning Strategy, November 2009 11 11

SS/L-18ITE DI Professional Learning Strategy, November 2009 Key Messages DOING KNOWING Deepen and widen implementation with a focus on job-embedded learning; Expansion to all subject areas for all teachers Assessment for learning drives differentiated instruction Integrating literacy, mathematics, assessment and evaluation and differentiated instruction will ensure alignment of and support for your work in improving student achievement SS/L-18ITE DI Professional Learning Strategy, November 2009 12

Impact: Practice & Reflection Knowledge Skills Transfer (Application & Problem Solving) Theory Modelling Practice Coaching, Study Teams, Peer Visits 10% 5% 0% 30% 20% 0% 60% 60% 5% Point out the connection between research and job-embedded learning. 95% 95% 95% Student Achievement Through Staff Development, p.78, 3rd Edition – Joyce & Showers (2002) SS/L-18ITE DI Professional Learning Strategy, November 2009 13

Board DI Plans - Analysis (2) 2007-08 (Grades 7-8) 2008-09 (Grades 7-10) Boards offering DI professional learning for teachers of: Grades 7-8: 98% Grades 9-10: 43% 38% - one-time opportunity 57% - multiple opportunities 31% - job-embedded opportunities Boards offering DI professional learning for teachers of: Grades 7-8: 84% Grades 9-10: 92% 18% - one-time opportunity 87% - multiple opportunities 66% - job-embedded opportunities An analysis of the board RAFT plans reveals movement towards more multiple and job-embedded opportunities. Also see the evidence of the expansion to Grades 9-10 in the 2008-09 school year. SS/L-18ITE DI Professional Learning Strategy, November 2009SS/L-18ITE DI Professional Learning Strategy, November 2009 14

SS/L-18ITE DI Professional Learning Strategy, November 2009 Agenda Minds On Conference Entry – Anchor Activity Introductions, E-Norms, Purpose, Materials Review Participant Poll #1 DI Professional Learning Strategy Action Clarifying DI Looking for DI DI Teaching/Learning Examples Consolidation A Professional Learning Cycle Supporting Teacher Use of DI Participant Poll #2 SS/L-18ITE DI Professional Learning Strategy, November 2009 15 15 15

Clarifying DI – Handout 1 (Page 1) SS/L-18ITE DI Professional Learning Strategy, November 2009

Clarifying DI – Concept Attainment DI Board Team - Discussion Pairs within Board Team (See Handout: Clarifying DI ) Examine 2 pairs of statements on page 1 of the Clarifying DI handout. Decide what attribute(s) the yes example has that the no example does not. Share within board team Prepare to share one attribute with the Adobe Conference participants Adobe Conference: Sharing SS/L-18ITE DI Professional Learning Strategy, November 2009 17

Clarifying DI – Handout 1 (page 2) Note findings, key words etc. in the box on page 2 of Handout 1. SS/L-18ITE DI Professional Learning Strategy, November 2009 18

Clarifying DI – Concept Attainment Strategy DI Board Team - Discussion Board Team (See Handout: Clarifying DI ) Select at least 3 of the Testers on page 2 of the Clarifying DI handout. Decide whether the ‘Tester’ is a Yes example or a No example. Complete the poll for each statement by choosing the category (Yes or No) into which it fits best Adobe Conference: Whiteboard SS/L-18ITE DI Professional Learning Strategy, November 2009 19

POLL - Testers: Category Yes/No? 1. Everyone reads the same book. Yes/No 2. Some students demonstrate learning through an oral presentation; some demonstrate the same learning through a written assignment. 3. Students who struggle with the knowledge and skills needed for a particular area of study are always grouped together and work together. 4. For the same history assignment, some students work with a full journal article; some work with a précis of the article Mention that number 1 is usually an indicator of why we need to clarify our understanding. Often groups are split on number 1. If the students choose different sections of the text and or use different organizers, access different levels of support etc. for responding to the text there is differentiated instruction. SS/L-18ITE DI Professional Learning Strategy, November 2009 20

Clarifying DI - Concept Attainment Why use Concept Attainment with staff? Concept attainment: helps groups construct a common understanding of a concept pools the knowledge of each person in the room to construct a common understanding of the concept of DI. SS/L-18ITE DI Professional Learning Strategy, November 2009

Differentiated Instruction Definition Effective instruction 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 action to meet the needs of all learners. This definition is from our brochures and the key words are italicised. SS/L-18ITE DI Professional Learning Strategy, November 2009 22

Underlying Principles of DI Knowing the learner – assess to inform instruction by continually building awareness of students’ learning strengths and needs (interests, readiness and learner preferences) Responding by differentiating – use a variety of instructional and assessment strategies to differentiate how students learn and how they demonstrate learning (content, process, product and learning environment) SS/L-18ITE DI Professional Learning Strategy, November 2009

Key Features of a DI Classroom Choice Respectful tasks based on curriculum Flexible grouping Shared Responsibility for Learning SS/L-18ITE DI Professional Learning Strategy, November 2009

SS/L-18ITE DI Professional Learning Strategy, November 2009 Video Clips You will be viewing a video clip of a Grade 9 Applied Science class Before Viewing (Handout 2 – Looking for DI): As pairs or individuals, select a DI Principle or Key Feature to look for. Be sure all principles and features are covered by your team. Temporary link to video: http://media.curriculum.org/curriculum/CSCTEMP/CSC252_DI_Presentation.wmv SS/L-18ITE DI Professional Learning Strategy, November 2009 25

DI Board Team - Discussion Video Clips DI Board Team - Discussion During Viewing: Note your observations about the principle or feature(s) you selected. After Viewing: Share your observations for the principle or feature(s) selected. SS/L-18ITE DI Professional Learning Strategy, November 2009 26

SS/L-18ITE DI Professional Learning Strategy, November 2009 Looking for DI Handout 2a SS/L-18ITE DI Professional Learning Strategy, November 2009

DI Board Team - Discussion Looking for DI DI Board Team - Discussion Forest: DI Underlying Principles (Big Picture) Examine ‘Looking for DI’. Work in pairs. One pair selects the Forest lens; the other selects the Trees lens Trees: DI Key Features (Details) Handout 2b serves as a reference for handout 2a, providing the specifics for each principle and key feature. Suggest having handouts 2a and b side by side. SS/L-18ITE DI Professional Learning Strategy, November 2009 28 28

Looking for DI HANDOUT 2b FOREST – Underlying Principles TREES – Key Features SS/L-18ITE DI Professional Learning Strategy, November 2009 29

SS/L-18ITE DI Professional Learning Strategy, November 2009 Video Clips Adobe Conference: Sharing How might you use these materials and videos with staff? Share one idea in the chat pod SS/L-18ITE DI Professional Learning Strategy, November 2009 30

DI Teaching/Learning Examples Subjects released in spring 2009: Grades 7 & 8: Science and Technology Grades 7-10: English, Mathematics, Guidance and Career Education History (Grades 7, 10), Geography (Grades 8, 9), Civics Grades 9 & 10: Business Studies The following activity provides an opportunity for you to become familiar with our DI Teaching/Learning Examples. This slide lists the subjects and grades available at this time. Only subjects with revised curriculum policy documents are addressed. SS/L-18ITE DI Professional Learning Strategy, November 2009 31

DI Teaching/Learning Examples SS/L-18ITE DI Professional Learning Strategy, November 2009 32

Whiteboard Matching Task Complete the Matching Activity with your group Be prepared to share your answers. Handout # 3 Match the letter (A B C D etc) to the component number to which it corresponds. Depending on the time available, pairs of participants could be assigned one or two number. Answer Key: 1.B 2.F 3. E 4. A 5. D 6. G 7. C SS/L-18ITE DI Professional Learning Strategy, November 2009 33

Matching Activity HANDOUT 3 SS/L-18ITE DI Professional Learning Strategy, November 2009 34

DI Teaching/Learning Examples Individually or with a partner: Select and examine a DI Teaching/Learning Example of interest to you Look for the DI principles and key features Discuss ways of using the TLXs with staff Prepare to share with the larger group SS/L-18ITE DI Professional Learning Strategy, November 2009 35

SS/L-18ITE DI Professional Learning Strategy, November 2009 Consolidation Minds On Conference Entry – Anchor Activity Introductions, E-Norms, Purpose, Materials Review Participant Poll #1 DI Professional Learning Strategy Action Clarifying DI Looking for DI DI Teaching/Learning Examples Consolidation A Professional Learning Cycle Supporting Teacher Use of DI Participant Poll #2 SS/L-18ITE DI Professional Learning Strategy, November 2009 36

Quote from A New Definition Good teaching occurs when educators on teams are involved in a cycle in which they analyze data, determine student and adult learning goals based on that analysis, design joint lessons that use evidence-based strategies, have access to coaches for support in improving their classroom instruction, and then assess how their learning and teamwork affects student achievement. Note the connections between the research and the professional learning cycle. From: A New Definition, JSD, Fall 2009 SS/L-18ITE DI Professional Learning Strategy, November 2009

A Professional Learning Cycle Learning teams Scheduled, facilitated and planned Focussed on an area of student need Ongoing evidence-based decision-making in each phase of the cycle Plan Act Observe Reflect This is an outline of a professional learning cycle that has been shared with SSLs and secondary principals across Ontario. It is similar to the TLCP cycle that many schools have been using. SS/L-18ITE DI Professional Learning Strategy, November 2009 38

Professional Learning Cycle Individuals: Examine/review the Professional Learning Cycle (handouts 4a and b) Choose one of the four phases Think about how you could support a teacher team working through this phase Teams: Share ideas for each of the four phases Use handout 4 a and b. Use the handout that details the phases as a guide to what happens in each phase. Use the blank version for taking notes. SS/L-18ITE DI Professional Learning Strategy, November 2009

Sample Tracking and Reporting Template HANDOUT SS/L-18ITE DI Professional Learning Strategy, November 2009

Professional Learning Cycle HANDOUT SS/L-18ITE DI Professional Learning Strategy, November 2009

Supporting Teacher Use of DI HANDOUT 5 Research Review:Teacher Learning: What Matters? Linda Darling-Hammond, Nikole Richardson HANDOUT 6 Supporting Teacher Learning Teams Steve Chappuis, Jan Chappuis , Rick Stiggins Refer to the articles provided as a support for further development of instructional leadership. The articles focus on administrators. How Teachers Learn February 2009 SS/L-18ITE DI Professional Learning Strategy, November 2009 42

Questions, Cues and Advance Organizers HANDOUT 5b – Pages 1, 2 & 3 HANDOUT 6b – Pages 1, 2 & 3 Marzano Category of Instructional Strategy: Questions, Cues and Advance Organizers SS/L-18ITE DI Professional Learning Strategy, November 2009 43

Purpose - Fall ’09 Session for School Administrators: To support instructional leadership for DI by: providing and modeling DI professional learning strategies to support continued learning developing awareness of Student Success/ Ministry Resources for DI including the DI Teaching/Learning Examples facilitating sharing with other principals exploring a process for job-embedded learning about DI Reminder of the purpose. SS/L-18ITE DI Professional Learning Strategy, November 2009 44

SS/L-18ITE DI Professional Learning Strategy, November 2009 Participant Survey #2 To what extent does this session: (1-limited  4-extensive) 1. provide and model DI professional learning strategies to support continued learning? 2. develop awareness of Student Success/ Ministry Resources for DI including the DI Teaching/Learning Examples? 3. facilitate sharing with other principals? 4. explore a process for job-embedded learning about DI Use the Chat Pod to provide additional comments: How might your board use these materials? How might principals use these materials? Other? SS/L-18ITE DI Professional Learning Strategy, November 2009 45

SS/L-18ITE DI Professional Learning Strategy, November 2009 Next Steps Summary and Next Steps… Additional Comments? anne.clifton@ontario.ca demetra.saldaris@ontario.ca karen.greenham@ontario.ca shelly.roy@ontario.ca SS/L-18ITE DI Professional Learning Strategy, November 2009 46