D IFFERENTIATED I NSTRUCTION L ESSON S TUDY P ROJECT Rob Rosie & Deidre Wilson March 24, 2011 UGDSB

P ROJECT G OALS Apply the elements of lesson study Review and apply the principles and structures of DI while creating a local DI Teaching/Learning example Fulfill the requirements of the project Develop and accomplish a team learning plan

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For improved instruction, teachers need on-going professional and growth opportunities which are done most effectively by “job- embedded learning techniques such as professional learning communities or teams; peer coaching; group lesson study” Strangway, 2009

5 A GENDA Minds On – Sir Ken video on teaching and learning – What research says Action - What is Lesson Study? - Brainstorming your research question - Talking About DI - Using the TLX template Consolidation - The Project Details - Lessons learned – teacher efficacy - Developing the team learning plan

P ROJECT G OALS Apply the elements of lesson study Review and apply the principles and structures of DI while creating a local TLX Fulfill the requirements of the project Develop and accomplish a team learning plan

L ESSON S TUDY 1. Determine a research question: look at student data ex: EQAO, class assessment, questionnaire etc. 2. Creates a lesson to address the question. 3. One member teaches the lesson and others observe. 4. Rewrites the lesson based on observations. 5. A new member of the team teaches the lesson. 6. More feedback, discussion and revision of the lesson 7. The lessons, observations, reflections and group learning are documented. 8. Lesson study teams come together to share their learning.

Lesson Study provides the context for teachers to focus their discussion on planning, implementation, observation, and reflection on classroom practice. By looking at the actual classroom practice, teachers are able to develop a common understanding or image of what good teaching practice entails, which in turn helps students understand what they are learning. A. Takahashi, & M. Yoshida

T HEMES IN THE L ITERATURE ON L ESSON S TUDY Building Community Support for Learning Teacher Reflection Co- constructed knowledge observation/feedback data professional identity final product inquiry based team develop questions to answer based on student reaction outside observers experts/coach group product reduce isolation subject specific discussion about practice

D EVELOPING YOUR R ESEARCH Q UESTIONS Thinking about your subject area…..with your partner(s)….. What questions about student understanding come to mind? Record all your questions on the sheet provided.

Your Learning…activity Look at the list of questions about student learning your team created. What learning do you need to help answer these questions? Share your thoughts with a partner.

P ROJECT G OALS Apply the elements of lesson study Review and apply the principles and structures of DI while creating a local TLX Fulfill the requirements of the project Develop and accomplish a team learning plan

D IFFERENTIATED I NSTRUCTION D EFINITION  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.

T ALKING A BOUT DI Examine the Differentiated Instruction Framework for Teaching and Learning ‘reference card’. Share an observation with a partner

K EY F EATURES OF A DI C LASSROOM Choice Respectful tasks based on curriculum Flexible grouping Shared Responsibility for Learning

D IFFERENTIATED I NSTRUCTION S TRUCTURES W AYS OF O RGANIZING FOR DI DI Structures DI Structures Tiering Learning Contracts Learning Centres/Stations RAFTs Choice Boards Cubing

1.Describe how you have used or seen one of the DI structures in your or a classroom. 2.Walk around the room and share your idea with someone new and hear their idea. Using DI structures give one - get one

DI T EACHING /L EARNING E XAMPLES

20 M ATCHING A CTIVITY HANDOUT 1

E XPLORING THE DI T EACHING /L EARNING E XAMPLES 1. Work in pairs 2. Select one DI Teaching/ Learning example of interest to both of you 3. One person selects the Forest lens (underlying principles); the other selects the Trees lens (key features) Trees: Key Features (specifics) Pairs Forest: Underlying Principles (broad characteristics)

P ROJECT G OALS Apply the elements of lesson study Review and apply the principles and structures of DI while creating a local TLX Fulfill the requirements of the project Develop and accomplish a team learning plan

The Project Purpose:  Support Secondary and Elementary teachers by creating subject specific examples of lessons that incorporate Differentiated Instruction  Address Grade 11 and Grade 7  Teachers will co-plan the lesson, co-teach/observe the lesson

The Project Deliverables:  Creation of a Teaching/Learning Example (aligned with Ministry writing template)  Presentation of Lesson at Conclusion gathering  Use of a wiki to reflect on and share resources/strategies  Samples of Student work  Complete the teacher efficacy survey

The Project Number of Release days (total): 4 per team member  ½ day for intro  ½ day for conclusion  3 days to use for planning, co- teaching, observation and reflection

S OME C HALLENGES Teacher/student confidence around observers in the classroom ( see sample template) Different teaching/working styles Developing a research question ( using data) Setting lesson goals /success criteria Giving focused feedback as the observer Time to complete the process Reflection and Sharing

P REVIOUS P ARTICIPANTS WORDS Reminded me of the importance of engaging students More cognizant of “why I am doing this?” and of informing the student of why they are doing it Has reminded us that we need to take more time looking at our lessons through the eyes/perspectives of our learners

W HAT WE LEARNED... Two faces of Lesson Study Knowledge and Skills Attitudes and Beliefs

Two faces of Lesson Study: Knowledge and Skills Technical knowledge and skills Using data to decide on a focus/question Lesson planning – 3 part lesson Establishing lesson goals and success criteria Using assessment for and as learning Use of DI Structures Instructional strategies

T WO FACES OF L ESSON S TUDY : A TTITUDES AND B ELIEFS Teacher Professional Identity Collaboration – see value in and learn how to work with other staff – appreciate different teaching styles Reflection- critical analysis of practice through observation and feedback

T WO FACES OF L ESSON S TUDY : A TTITUDES AND B ELIEFS builds a sense of inquiry builds confidence fosters a student centered approach since observations are based on student reactions to teaching – focus is on causing learning works on all students achieving at a high standard

P ROJECT G OALS Apply the elements of lesson study Review and apply the principles and structures of DI while creating a local TLX Fulfill the requirements of the project Develop and accomplish a team learning plan

T EAM LEARNING P LAN What is your research question? What DI structures and instructional strategies will best help answer your question? What will you need to know about your students to help answer your question? Think about when you will meet, teach and reflect Take time now as a group to fill in your learning plan

Y OUR Q UESTIONS