1. 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

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

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

4. 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

5. 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

6. 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

7. 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.
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8. 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.
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9. 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

10. DI Professional Learning Strategy
DI Supports and Resources
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
Downloads available at
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 or Publications Ontario .
SS/L-18ITE DI Professional Learning Strategy, November 2009 10

11. DI Professional Learning Strategy in 08-09
2. Support for Professional Learning
DI Board Plans (RAFT)
Regional Projects
Educator Surveys DI in Action
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12. 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

13. 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)
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14. Board DI Plans - Analysis (2)
(Grades 7-8)
(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 school year.
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15. 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

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

17. 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
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18. Clarifying DI – Handout 1 (page 2)
Note findings, key words etc. in the box on page 2 of Handout 1.
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19. 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
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20. 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.
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21. 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

22. 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.
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23. 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

24. 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

25. 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:
SS/L-18ITE DI Professional Learning Strategy, November 2009 25

26. 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.
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27. SS/L-18ITE DI Professional Learning Strategy, November 2009
Looking for DI
Handout 2a
SS/L-18ITE DI Professional Learning Strategy, November 2009

28. 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.
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29. Looking for DI HANDOUT 2b
FOREST – Underlying Principles
TREES – Key Features
SS/L-18ITE DI Professional Learning Strategy, November 2009 29

30. 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

31. 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.
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32. DI Teaching/Learning Examples
SS/L-18ITE DI Professional Learning Strategy, November 2009 32

33. 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
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34. Matching Activity HANDOUT 3
SS/L-18ITE DI Professional Learning Strategy, November 2009 34

35. 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

36. 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
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37. 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

38. 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.
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39. 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

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

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

42. 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
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43. 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
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44. 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

45. 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

46. SS/L-18ITE DI Professional Learning Strategy, November 2009
Next Steps
Summary and Next Steps…
Additional Comments?
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