Student Success 2011 Summer Program

1. Student Success 2011 Summer Program Differentiated Instruction using Evidence-based Strategies, Grades 7-12

2. Group ProfileKnowing the Learner • Grade(s) you teach • Subject(s) you teach • Your years of classroom experience with DI • Your placement on the DI Continuum, (p. 25, DI Scrapbook or p. 35, 2010 DI Ed Guide) In order to create a group profile, please use sticky dots/markers to indicate:

3. Agenda Minds On • Session Purpose, Context and Learning Goals • Knowing the Learner • Instructional Strategies Action • Differentiating Instructional Strategies • Video Application • Lesson Design and Instructional Design Questions • DI Teaching/Learning Example Application Consolidation • Lesson Design Application

4. Session Purpose To develop the capacity of educators to plan for effective use of evidence-based instructional strategies and differentiated instruction

5. Provincial Context: Core Priorities • High Levels of Student Achievement • Reducing the Gaps in Student Achievement • Increased Public Confidence in Our Publicly Funded Schools

6. School EffectivenessFramework

7. School Effectiveness Framework Curriculum, Teaching and Learning Instruction and assessment are differentiated in response to students’ strengths, needs and prior learning (4.5) Student Voice The teaching and learning environment is inclusive and reflects individual student strengths, needs and learning preferences (3.1) Assessment for, as and of Learning A variety of valid and reliable assessment data is used by teachers to continually monitor learning, to inform instruction and assessment and to determine next steps (1.5) School and Classroom Leadership Job-embedded and inquiry-based professional learning builds capacity, informs instructional practice and contributes to a culture of learning (2.4)

8. Student Success Grades 7-12 Key Elements PROGRAMS Specialist High Skills Major Dual Credits Expanded Cooperative Education Ontario Skills Passport Board Specific Programs LEADERSHIP DEVELOPMENT Student Success Leaders Student Success Teachers Student Success School and Cross Panel Teams EFFECTIVE INSTRUCTION Differentiated Instruction Math GAINS Literacy GAINS Professional Learning Cycle Student Voice School Effectiveness Framework INTERVENTIONS Credit Rescue / Recovery Transitions Supports/Taking Stock Children and Youth in Care Re-engagement 12 12+Strategy Supervised Alternative Learning School Support Initiative

9. Pyramid of Preventions andInterventions Re-entry to School Program Change ALL SOME FEW In-School Interventions (e.g. Credit Recovery) In-Class Interventions (e.g. Credit Rescue)  In-School & In-Class Preventions (e.g. Transitions, Differentiated Instruction)

10. DI Professional Learning Strategy Goals increase the instructional knowledge and skills of educators of grades 7-12 to meet the diverse needs of all students; build awareness of differentiated instruction as a framework for planning and implementing effective instruction, assessment and evaluation practices as outlined in the Ontario curriculum; facilitate and support job-embedded professional learning opportunities through collaborative inquiry

11. Supporting the Instructional Core Leading Learning – Leadership 11

12. A Professional Learning Cycle 12 12

13. Example Board (BIP) Classroom (planning for teaching and learning) Professional Learning Cycle (collaborative inquiry) Literacy: Writing Literacy: Writing Gr. 9 Tech Ed and Visual Arts, Gr. 10 Computer Studies: Common Assessment area - Expression and Organization of Ideas (Achievement Chart) School (SIP) Literacy: Writing Gr. 9 & 10 Applied/Open

14. Teachers are among the most powerful influences in learning…. JohnHattie (2008), Visible Learning, p.240 Visible Learning … teachers using particular teaching methods, teachers with high expectations for all students, and teachers who have created positive student-teacher relationships … are more likely to have above average effects on student achievement. Hattie, Visible Learning, p.126 14

15. Visible Teaching - Hattie Teachers are: • Making learning the explicit goal • Sharing challenging learning intentions and success criteria • Planning interventions that deliberately encourage mastery of these intentions • Seeking and giving feedback • Adapting teaching as a result of feedback from learners

16. Visible Learning - Hattie Students are: • Committed and open to learning • Involved in setting challenging learning intentions and success criteria • Seeking feedback for learning

17. Group ProfileKnowing the Learner Group Profile Please use markers or sticky dots to indicate: • Subject(s) you teach • Grade(s) you teach • Your years of classroom experience with DI • Your placement on the DI Continuum Differentiated Instruction Professional Learning Strategy, 2011 17

18. Table Profile/Partner Introductions Knowing the Learner Pairs: • Find out key information from each other: • grade(s)/subject(s) taught • an aspect of visible teaching and learning that is of particular interest • his /her preferred learning environment • what he/she would be doing if not here today • group work preferences (N S E or W) • Introduce each other to the table group • Ensure that the information is noted on the Table Profile (Handout ?) Differentiated Instruction Professional Learning Strategy, 2010 18

19. Compass PointsGroup Work Preferences North: • act – just do it South: • care – ensure all voices are heard East: • frame – big picture (the forest) West: • focus – on details (the trees) Source: adapted from Hume, 2009. The Evidence-Based School

20. Categories of Instructional Strategies Table Groups • Discuss how knowing each other’s preferences might influence the way your group works together. • Be prepared to share with the larger group

21. Session Learning Goals Visible Teaching: Making Learning Goals Explicit We are learning to: • use a variety of ways to find out about student readiness, interests and learning preferences • purposefully select and use a variety of evidence-based strategies • plan for visible teaching and learning • differentiate instruction by using a variety of evidence-based strategies to address student learning needs • differentiate evidence-based strategies to address student learning needs

22. Visible Learning – Setting Success Criteria In your table groups: Read the learning goal assigned to your table Generate a short list of success criteria for your goal Share with the large group Refine and post

23. Anticipation Guide or Mind Map Knowing the Learner • Select either the Anticipation Guide or the Mind Map. • Work alone or in pairs to complete your ‘Minds On’ activity of choice. • Set aside until the end of the session

24. Differentiated Instruction Professional Learning Strategy, 2010 24

25. Instructional Strategies Give One Get One - Table Group Individually, list 2 strategies that you have used successfully and recently. Think about why you used them, how they worked and what you might do next time. Share one of your strategies (why you used it when you did, how it worked and what you might do next time) with another person at your table (not the person you introduced) Repeat Note, on the back of the table profile, the names of all strategies shared

26. Categories of Instructional Strategies See Reference Card, DI Ed Guide

27. Instructional Strategy Check For each strategy used/ discussed so far: • List it in the ‘strategy’ column of the category(ies) to which it relates • Note why and when it was used - in the Purpose column (Why this? and Why now?) Instructional Strategy Tracker, Handout 2

28. Session Debrief (Instructional Strategies) • Which strategies were used to find out about the learner? • Which of these strategies were used as assessing for learning strategies? • What information could be gathered from these strategies to inform instruction?

29. Session Debrief (Instructional Strategies) LEARNING ENVIRONMENT Fresh Starts and False Starts: Young People in Transition from Elementary to Secondary School Teachers who took time to get to know students’ interests, strengths, learning styles and ‘situations’ were better able to be more understanding, flexible and proactive in their teaching. Dr. Bruce Ferguson et al • What strategies contributed to a positive learning environment and to the development of a sense of belonging?

30. Reflection: Visible Teaching In this session, how have we: • Made learning the explicit goal • Shared challenging learning intentions and success criteria • Planned interventions that deliberately encourage mastery of these intentions • Sought and given feedback • Adapted teaching as a result of feedback from learners

31. Agenda Minds On • Session Purpose , Context and Learning Goals • Knowing the Learner • Instructional Strategies Action • Differentiating instructional strategies • Lesson Design and Instructional Design Questions • Application: DI Teaching Learning Example or Video Consolidation • Use the same strategy

32. Compass PointsGroup Work Preferences North: • act – just do it South: • care – ensure all voices are heard East: • frame – big picture (the forest) West: • focus – on details (the trees) • Go to the compass point that reflects the group work preference that is most like you. • Share with others why you chose the particular preference Source: adapted from Hume, 2009. The Evidence-Based School

33. Differentiated Instruction Educator’s Package (2010) • Differentiated Instruction Educator’s Guide (2010) • Differentiated Instruction Scrapbook • Reference Cards • CD – package contents

34. Revisiting DI Like-Preference Groups (Compass Points): • To review how to differentiate instruction, examine: • DI Scrapbook ‘Knowing the Learner’ Cards (pp. 9-11) • DI Educator’s Guide ‘Responding by Differentiating’, p.21 or Principles of Differentiated Instruction Reference Card., Side A. • Share within the like-group, seeking clarification as needed; those with DI experience, make a connection to your practice. • Prepare one comment and/or one question and/or one connection to practice to share with the large group.

35. Revisiting DI Like-preference groups: Share: • one comment, and/or • one question, and/or • one connection to practice with the large group.

36. Placemat Table Groups Individually: Use your section of the placemat to note a response to: How does assessment for, as and of learning connect with differentiated instruction? Handout 3 As a Table Group: • Discuss each response as atable group. • Summarize a group response in the centre of the placemat • Be prepared to share with the whole group

37. Placemat Debrief Whole Group Debrief • To which category(s) of instructional strategy does today’s placemat belong? • What was the purpose of the placemat and why was it a good choice for that purpose? • How might the placemat activityitselfbe differentiated; by interest, by readiness, by learning preference? • What other strategies could serve a similar purpose when the placemat is offered as one of a variety of strategy choices in order to differentiate instruction?

38. Differentiating Instructional Strategies Like-Grade /Subject Groups • Individuallyshare a Give One Get One strategy with the group • Select one of the shared strategies and discuss: • The Category of Instructional Strategy to which it belongs • Why it was used • How it was, or could have been, differentiated to support certain groups of learners • How it could have been used in combination with other instructional strategies in order to differentiate for students • The knowledge of the learner required to differentiate • Summarize and share with the large group

39. Instructional Strategy Check Table Groups: Individuals For each strategy presented: • List it in the example column of the category(ies) to which it relates • Note why it was used – when it was used • Describe a way that it could be differentiated (or used with other strategies to differentiate) and the knowledge of the learner that would be required Instructional Strategy Tracker, Handout 2

40. Application - Video Table Groups • View the DI video segment • Identify: • instructional strategies used • ways that instruction is differentiated • Decide what knowledge of the learner was required to differentiate instruction • Discuss as a group; share.

41. DI based on Class Profile Table Groups – Pairs or Triads: Select a Class Profile (A, B or C) or think of the strengths and needs of the students in one of your classes last year. • How might you differentiate instruction (for the concept in the video) to: • meet the strengths and needs of these students; and • address your own comfort level • Prepare to share with the large group.

42. DI based on Class Profile Table Groups – Pairs or Triads: How might you differentiate instruction, for the concept in the video, to: • meet the strengths and needs of your students; and • address your own comfort level Share with large group.

43. Session Debrief (Use of DI) So far, how has this session demonstrated the DI underlying principles: • finding out about the learner - interests, readiness and/or learner preferences? • responding by differentiating (e.g., the content, process, product and/or learning environment)?

44. DI Framework Side B: Ontario Ministry of Education, SS/L-18ITEB 2010 Differentiated Instruction Summer Program 44

45. Agenda Minds On • Session Purpose , Context and Learning Goals • Knowing the Learner • Instructional Strategies Action • Differentiating Instructional Strategies • Video Application • Lesson Design and Instructional Design Questions • DI Teaching/Learning Example Application Consolidation • Use the same strategy

46. Lesson Design Like-Preference Triads Examine Three-Part Lesson Design, pp. 33-34 DI Educator’s Guide Each reads with a different lens – a)Minds On, b) Action and c) Consolidation Share key points with each other Prepare a comment or a question for the large group.

47. Instructional Design Questions Robert Marzano, 2007 1. What will I do to establish and communicate learning goals, track student progress, and celebrate success? 2. What will I do to help students effectively interact with new knowledge? 3. What will I do to help students practice and deepen their understanding of new knowledge? 4. What will I do to help students generate and test hypotheses about new knowledge? 5. What will I do to engage students?

48. Group Inquiry Lesson Design and Instructional Design Groups of 4: Like-Subject Each member: • selects an Instructional design question so that all questions are covered within the group Handout 5

49. Group Inquiry Lesson Design and Instructional Design In Groups of 4, individuals: examine the charts on side A and B to identify connections between their selected question and the Three Part Lesson Design components Share, within the group of 4, 2 or more observations that include connections to the particular subject of interest Each group prepares an observation and a subject connection per question to share with the large group.

50. Group Inquiry Lesson Design and Instructional Design Groups of 4 For each question, share with the large group: • an observation, and • a subject connection