EFFECTIVE DIFFERENTIATED INSTRUCTION
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Transcript of EFFECTIVE DIFFERENTIATED INSTRUCTION
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.