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Differentiated Instruction Lesson Study Project. Rob Rosie & Deidre Wilson March 24, 2011 UGDSB. Project Goals. Apply the elements of lesson study Review and apply the principals and structures of DI while creating a local TLX Fulfill the requirements of the project

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Differentiated instruction lesson study project

Differentiated Instruction Lesson Study Project

Rob Rosie & Deidre Wilson

March 24, 2011

UGDSB


Project goals
Project Goals

  • Apply the elements of lesson study

  • Review and apply the principals and structures of DI while creating a local TLX

  • Fulfill the requirements of the project

  • Develop and accomplish a team learning plan


Increase teacher knowledge and skills

Change in instructional strategy

Deeper student understanding


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


Agenda
Agenda 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”

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


Project goals1
Project Goals 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”

  • Apply the elements of lesson study

  • Review and apply the principals and structures of DI while creating a local TLX

  • Fulfill the requirements of the project

  • Develop and accomplish a team learning plan


Lesson study
Lesson Study 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”

  • Determine a research question: look at student data ex: EQAO, class assessment, questionnaire etc.

  • Creates a lesson to address the question.

  • One member teaches the lesson and others observe.

  • Rewrites the lesson based on observations.

  • A new member of the team teaches the lesson.

  • More feedback, discussion and revision of the lesson

  • The lessons, observations, reflections and group learning are documented.

  • 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


Themes in the literature on lesson study
Themes in the Literature on Lesson Study 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.

  • reduce isolation

  • subject specific

  • discussion about practice

  • outside observers

  • experts/coach

  • group product

  • Building Community

  • Support for Learning

  • Co-constructed knowledge

  • Teacher Reflection

  • inquiry based

  • team develop questions to answer

  • based on student reaction

  • observation/feedback

  • data

  • professional identity

  • final product


Developing your research questions
Developing your Research Questions 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.

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
Your Learning…activity 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.

  • 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.


Project goals2
Project Goals 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.

  • Apply the elements of lesson study

  • Review and apply the principals and structures of DI while creating a local TLX

  • Fulfill the requirements of the project

  • Develop and accomplish a team learning plan


Differentiated instruction definition
Differentiated Instruction Definition 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.

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.


Talking about di
Talking About DI 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.

  • Examine the Differentiated Instruction Framework for Teaching and Learning ‘reference card’.

  • Share an observation with a partner


Key features of a di classroom
Key Features of a DI Classroom 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.

  • Choice

  • Respectful tasks based on curriculum

  • Flexible grouping

  • Shared Responsibility for Learning


Differentiated instruction structures ways of organizing for di
Differentiated Instruction Structures 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. Ways of Organizing for DI

DI Structures

Tiering

Learning Contracts

Learning Centres/Stations

RAFTs

Choice Boards

Cubing


Using 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. DI structuresgive one - get one

Describe how you have used or seen one of the DI structures in your or a classroom.

Walk around the room and share your idea with someone new and hear their idea.


Di teaching learning examples
DI 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. Teaching/LearningExamples


Matching activity handout 1
Matching Activity 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. HANDOUT 1


Exploring the di teaching learning examples
Exploring the DI Teaching/Learning Examples 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.

Work in pairs

Select one DI Teaching/ Learning example of interest to both of you

One person selects the Forest lens (underlying principles); the other selects the Trees lens (key features)

Forest: Underlying Principles (broad characteristics)

Pairs

Trees: Key Features (specifics)


Project goals3
Project Goals 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.

  • Apply the elements of lesson study

  • Review and apply the principals and structures of DI while creating a local TLX

  • Fulfill the requirements of the project

  • Develop and accomplish a team learning plan


The Project 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.

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 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.

Deliverables:

  • Creation of a Teacher 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 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.

  • 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


Some challenges
Some Challenges 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.

  • 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


Previous participants words
Previous Participants words 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.

  • Reminded me of the importance of engaging students

  • More cognisant 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


What we learned
What we learned. . . 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.

Two faces of Lesson Study

Knowledge and Skills

Attitudes and Beliefs


Two faces of lesson study knowledge and skills
Two faces of Lesson Study: 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. 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


Two faces of lesson study attitudes and beliefs
Two faces of Lesson Study: 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. Attitudes and Beliefs

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


Two faces of lesson study attitudes and beliefs1
Two faces of Lesson Study: 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. Attitudes and Beliefs

  • 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


Project goals4
Project Goals 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.

  • Apply the elements of lesson study

  • Review and apply the principals and structures of DI while creating a local TLX

  • Fulfill the requirements of the project

  • Develop and accomplish a team learning plan


Team learning plan
Team learning Plan 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.

  • 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


Your questions
Your Questions 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.


The end
The END 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.


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